Résolution de problèmes au cycle 3 : l’apport de la schématisation

摘要

The main focus of our study is the importance of the mapping of mathematical problems in the fields of addition and subtraction with 3rd graders who have maths learning difficulties. It is based on the fact that when some pupils are faced with a particular mathematical problem, they have trouble identifying the nature of the operation. This study explores how mapping can help pupils come up with a mental representation of a mathematical problem and thus identify the correct operation involved. To research this, we came up with different activities to help pupils come up with their own representations and thereby develop their own method of resolution. We decided not to impose any particular mental representation but on the contrary left the pupils free to work with their preferred representation. The results of our study underline the progress of pupils who had difficulties with the resolution of mathematical problems: they use mapping more frequently and are successful in choosing the relevant operation. In addition, the pupils involved in the study made more progress than the rest of the class. In conclusion, the mapping of mathematical problems is an effective way to help 3rd graders with maths learning difficulties solve mathematical problems in the fields of addition and subtraction.