A project on stick insects in priority education in France - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2023

A project on stick insects in priority education in France

Résumé

A project to study stick insects was set up in the Creil district in France to develop the mathematical skills of pupils in priority education and to enable teachers to improve their skills. A learning community was set up with the teachers participating in this experiment to create a pedagogical sequence and to analyse the results of their actions in class. The results of French pupils in the national mathematics assessments in grades 1, 2 and 6 show difficulties, particularly when it comes to solving problems and associating a number with a position. This observation is particularly true in priority education and in the Amiens academy. The priority education policy in France aims to reduce the gaps in achievement between pupils in priority education and those who are not. Two types of network are associated with the Creil study: REP+, which concerns neighbourhoods with the greatest concentration of social difficulties that have a strong impact on school success, and REP, which is more socially mixed but has significant difficulties. The transition from school to middle school is generally difficult for pupils in France, as they move from a single generalist teacher in primary school to several disciplinary teachers. The pedagogical techniques used are generally different. A dialogue with primary school teachers and a secondary school teacher was set up to construct a teaching sequence for problem solving involving mathematical tasks within a project-based approach. The teachers involved in the project are particularly familiar with the pupils in the priority education sector of Creil. They proposed a teaching sequence using the study of stick insects to work on the graphic representation of the evolution of their mass and size over time. The extended mathematical working space is the theoretical framework that allowed the analysis of the modelling tasks implemented with the pupils. It was developed by Moutet (2019, 2021, 2023). It is combined with the Blum and Leiss modelling cycle (2005) to analyse the modelling tasks given to the students. The aim of this project is therefore twofold: to work on pupils mathematical skills through problem solving involving modelling tasks, and to work on co-intervention techniques to increase teachers skills. In this paper, we will focus only on the pupils. The experimentation with the teachers has made it possible to work on the pupils mathematical skills, particularly in the area of problem solving. The first results seem to show an added value in terms of learning with the pupils. The teachers involved in the study found that the cross-curricular approach made problem solving more concrete and interesting for students who did not feel that they were doing mathematics. The concrete situations allowed the pupils to understand the mathematical tools used in a different way, the links between science and mathematics becoming more explicit for them. It is not possible to go further in our conclusions due to the small number of pupils involved in this study.

Domaines

Education
Fichier non déposé

Dates et versions

hal-04132020 , version 1 (17-06-2023)

Licence

Copyright (Tous droits réservés)

Identifiants

  • HAL Id : hal-04132020 , version 1

Citer

Laurent Moutet, Karine Barla, Séverine Castelain, Patrice Clair, Valérie Gondron, et al.. A project on stick insects in priority education in France. 17th Annual International Conference on Mathematics: Teaching, Theory & Applications, ATHENS INSTITUTE FOR EDUCATION AND RESEARCH, Jun 2023, Athens, Greece. ⟨hal-04132020⟩

Collections

TICE
48 Consultations
0 Téléchargements

Partager

Gmail Facebook X LinkedIn More