Spatial and geometric structuring – contributions for a collective construction
Résumé
This study aims to understand the contributions of collective moments of whole-group discussions for the construction of didactical pathways, based on geometric tasks experimented with children in the 2nd and 3rd years of primary school (6–10 years old). The experiment contributes to the understanding of Battista's model in its two dimensions of spatial and geometric structur-ing as well as the relationship between them (Battista, 2008). The data we gathered, although its analysis is still in progress, help us to build a framework from which it seems possible to identify a connection between the individual forms of mathematical knowledge for each student, the taken-as-shared mathematical practices of the classroom community and the taken-as-shared mathematical practices of wider society (Cobb, Yackel, & Wood, 1992).
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