Une approche d’enseignement des mathématiques par la résolution de problèmes : qu’en disent les enseignants du primaire ?

Abstract

In mathematics curricula, there are mainly three approaches to problem-solving (PS) instruction: teaching about PS, teaching for PS and teaching through PS. Although these approaches are consensual, their implementation in class is not clear. More specifically, we question teaching through PS approach when teaching new mathematical concepts. It seems even more important when we consider the benefits associated with such an approach, like the development of pupils’ conceptual understanding. Our objectives are to provide an overall picture of the practices declared by elementary school teachers when they teach a new mathematical concept and to identify conditions that are favorable for teaching through problem solving. This text presents the problematic, the conceptual framework and the methodology of this research.