Interactions between pupils’ actions and manipulative characteristics when solving an arithmetical task
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6 février 2019
- handle: 10670/1.585eur
- hal: hal-02400990
info:eu-repo/semantics/OpenAccess
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School life Students--Education Pupils Student life and customs School children--Education Pupils Schoolchildren Elementary school students Primary school students MathCiter ce document
Doris Jeannotte et al., « Interactions between pupils’ actions and manipulative characteristics when solving an arithmetical task », HAL-SHS : sciences de l'éducation, ID : 10670/1.585eur
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In this paper, we explore the use of manipulatives in the classroom to solve an arithmetical task via the concept of affordance. Manipulatives are part of the elementary class culture in different countries, and even if some studies question the efficacy of manipulatives, there seems to have a consensus around the necessity of using it. However, little is known about how mathematics is done with manipulatives. The analysis of pupils’ actions helps put to light different affordances of two manipulatives: base-ten blocks and abacus, in a classroom setting where the operations of addition and subtraction are explored with pupils.