Quelques assises pour valoriser le développement des connaissances spatiales à l’école primaire
Bibliographic record
Abstract
espanolEste articulo presenta una herramienta teorica desarrollada en el marco de una investigacion colaborativa sobre la elaboracion de secuencias de ensenanza destinadas a desarrollar conocimientos espaciales (CS por sus siglas en frances) de alumnos de la escuela primaria. Los CS son distintos de los conocimientos geometricos y a la vez son indisociables de ellos. Como ya han senalado varios autores anteriormente, estos conocimientos generan diversas dificultades de aprendizaje y de ensenanza en el ambito actual de la ensenanza de la geometria en la provincia de Quebec y en otros lugares del mundo. Los resultados del presente estudio se integran en un campo de investigacion actualmente en pleno auge en didactica de las matematicas. Asimismo, este articulo presenta el avance de los saberes didacticos orientados al desarrollo de los CS en la escuela por medio de la elaboracion de una herramienta teorica llamada “Estructura generadora de actividades” (SGA por sus siglas en frances) a fin de orientar las practicas docentes. Esta herramienta pretende ser una estructura en la confluencia de los saberes didacticos y de los saberes practicos. francaisCet article presente un outil theorique qui a ete developpe dans le cadre d’une recherche collaborative portant sur l’elaboration de sequences d’enseignement visant le developpement des connaissances spatiales (CS) des eleves du primaire. Les CS sont distinctes des connaissances geometriques, mais elles en sont egalement indissociables. Comme plusieurs auteurs l’ont releve avant nous, les CS engendrent diverses difficultes d’apprentissage et d’enseignement dans le cadre actuel de l’enseignement de la geometrie au Quebec et ailleurs dans le monde. Les resultats decoulant du present projet et portant sur les CS s’integrent dans un champ de recherche actuellement en plein essor en didactique des mathematiques. Le present article expose ainsi l’avancement des savoirs didactiques ciblant le developpement des CS a l’ecole par le biais de l’elaboration d’un outil theorique intitule « Structure generatrice d’activites » (SGA) pour guider les pratiques enseignantes. Cet outil vise a etre une structure a la croisee des savoirs didactiques et des savoirs pratiques. EnglishThis article presents a theoretical tool developed as part of a collaborative study dealing with the development of teaching sequences aimed at developing spatial knowledge (CS according to the French acronym) of primary school students. Spatial and geometrical knowledge are distinct, but they also are closely intertwined. As many authors have noted before us, spatial knowledge can generate many learning and teaching difficulties within the current framework for teaching geometry in Quebec as well as elsewhere in the world. Results from this project on CS are part of the booming field that is math teaching research. This article presents the advancement of didactic knowledge targeting the development of CS at school through the development of a theoretical tool called Activities Generating Structure (SGA according to the French acronym) to guide teaching practices. This tool aims to be a structure at the crossroads of didactic knowledge and practical knowledge.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| 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".