Comment la didactique des mathématiques peut-elle informer l’étude de la cognition numérique ? L’exemple d’une étude collaborative autour de la pédagogie Montessori à l’école maternelle
Fiche du document
20 septembre 2021
- handle: 10670/1.7az8pp
- hal: hal-03390525
- doi: 10.3917/raised.025.0237
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.3917/raised.025.0237
Mots-clés
Numerical cognition mathematics education early number learning Montessori qualitative and quantitative researchSujets proches
ConnaissanceCiter ce document
Marie-Line Gardes et al., « Comment la didactique des mathématiques peut-elle informer l’étude de la cognition numérique ? L’exemple d’une étude collaborative autour de la pédagogie Montessori à l’école maternelle », HAL-SHS : sciences de l'éducation, ID : 10.3917/raised.025.0237
Métriques
Partage / Export
Résumé
Research on math learning can largely benefit from cross-disciplinary approaches, particularly when it comes to studies from the fields of cognitive and education sciences. Specifically, research on math education has the potential to critically complement the study of numerical cognition. In this article, we describe the overlap and specificities of each of these scientific domains. We then illustrate a multidisciplinary approach by discussing our recent study of math learning in kindergarteners within the context of the Montessori pedagogy. We demonstrate how a math education perspective allowed us to design a research methodology that included both quantitative and qualitative methods, to develop new measurement tools, and to interpret the results obtained.