ISBN : 9782924651544
Year of publication : 2017
Nombre de pages : 278
Langue : Anglais#French</trp-gettext#!trpEnglish#
Geometry and measurement are essential elements of the primary and secondary mathematics curriculum. The aim of this book is to explore this mathematical content in terms of the development of spatial, geometric and metric thinking (SGBM) in order to offer a longitudinal reflection from the first year of the first cycle of primary school to the second year of the first cycle of secondary school. This book includes:
The exploration of this book should be seen as an opportunity for university trainers, practicing teachers and future teachers to take a step back, questioning current practices and, above all, asking how it is possible to take advantage of the didactic perspective to enrich teaching practices linked to the development of GMP.
Caroline Bisson has been a lecturer at the Université de Sherbrooke since 2011. She has taught courses in mathematics didactics at the Baccalauréat en enseignement en adaptation scolaire et sociale, including the geometry didactics course. In recent years, she has been a research assistant on a number of elementary school projects involving mathematical tricks, spatial sense and quadrilateral classification. Her master's studies focused on mathematical assessment practices in special education. Since then, she has been involved in the training of future primary school teachers and in-service training for primary school teachers in the field of mathematics, particularly with at-risk or special needs students.
Patricia Marchand has been an associate professor at the Université de Sherbrooke since 2007. She is responsible for the geometry didactics course in the Baccalauréat en enseignement en adaptation scolaire et sociale program, and has previously taught this course in other Quebec universities and educational training programs. Her doctoral studies focused on a central element of geometry: the development of spatial sense. Her thesis brought together the sports practices that enable this development and those carried out in junior high school mathematics classes. Since then, her research has led her to analyze and propose ways of enriching the teaching of spatial sense and, more generally, of PSGM at primary level, for students in difficulty or in difficult teaching contexts (e.g.: underprivileged environments and multi-level classes).
