Conception et pilotage de situations à dimension adidactique en contexte orthopédagogique
Bibliographic record
Abstract
espanolEl presente estudio se centra en el analisis del proceso de ensenanza y aprendizaje de la nocion de fraccion en el contexto de la ensenanza individualizada. En Quebec, la « ortopedagogia » tiene por objeto ayudar a los alumnos con problemas de aprendizaje en las materias basicas. Las restricciones especificas a este contexto de ensenanza generan fenomenos didacticos considerados poco favorables a la progresion del saber. Este articulo circunscribe los principales desafios didacticos que presenta la intervencion matematica en contexto ortopedagogico y presenta el potencial que pueden tener las situaciones con dimension adidactica para favorecer el vinculo de los alumnos con las matematicas y modificar el contrato didactico de dependencia que los alumnos establecen con la ortopedagoga. EnglishThe study presented here focuses on the teaching and learning of the notion of fraction in the context of individualized instruction. In Quebec, the term “orthopedagogie” (orthopedagogy, henceforth) is used to refer to the service whose aim is to support students with difficulties in the acquisition or use of basic academic subjects. The specific constraints of this teaching context engender didactic phenomena deemed rather unfavourable to the progress of s-knowledge. This paper circumscribes the main didactical challenges that pose the mathematics intervention in an orthopedagogy context. It also discloses the potential of adidactical situations to favour mathematics commitment and modify the students’ dependence towards the ‘remedial teacher’. francaisL’etude presentee porte sur les processus d’enseignement et d’apprentissage de la notion de fraction en contexte d’aide individualisee. Au Quebec, l’appellation « orthopedagogie » est donnee au service qui vise a soutenir les eleves en difficulte dans l’apprentissage des matieres de base. Les contraintes specifiques a ce contexte d’enseignement generent des phenomenes didactiques consideres peu favorables a la progression du savoir. Cet article circonscrit les principaux enjeux didactiques que presente l’intervention mathematique en contexte orthopedagogique, et montre le potentiel de situations a dimension adidactique pour favoriser l’engagement mathematique et modifier le contrat didactique de dependance des eleves envers l’orthopedagogue.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".