Development and Teaching Strategies
ISBN : 9782897990909
Year of publication : 2021
Nombre de pages : 137
Langue : #!trpst#trp-gettext data-trpgettextoriginal=5211#!trpAnglais#French#!trpst#/trp-gettext#!trpAnglais#
This book aims to provide tools for teaching measurement in elementary and secondary schools using a socioconstructivist approach. These tools can stimulate the creativity of classroom partners both during lesson planning and during the exploratory activities carried out by students as part of the learning process. First, you are invited to review the mathematical concepts, not only to refresh your memory of the various challenges they present but also to recall your own experiences as a former student, thereby enriching your reflection. Next, an analysis of errors observed among students is presented, allowing you to formulate hypotheses regarding the possible causes of these errors. With this knowledge, it becomes possible to better understand the conditions that foster students’ learning and cognitive development. At times, connections are drawn between the subject-specific content of elementary and secondary school. This will enable you to apply this pedagogical knowledge to analyze certain activities offered to students. Finally, the document’s structure allows you to navigate according to your interests in measurements of length, perimeter, circumference, angles, relationships between angles and length, area, volume, and time.
Dr. Colette Picard has been sharing her passion for the past 35 years by offering various courses in mathematics education at the Université du Québec en Abitibi-Témiscamingue. His pedagogical approach, unique in Quebec, enables students to intervene directly with students, in their schools, thanks to a close collaboration established over the years. Her initial training as a remedial educator and her various research projects have enabled her to draw from these interventions elements that promote student success. This led to the writing of 18 volumes aimed at both students and teachers.
Lucie DeBlois first worked as a special education teacher before becoming a researcher and professor at Laval University. With a focus on developing mathematical understanding among elementary and secondary school students, continuing education for teachers, and initial teacher training for elementary and secondary schools; her involvement with the Center for Research and Intervention on Academic Success (CRIRES) led her to develop expertise in the factors contributing to academic success.
