Incidences des caractéristiques de situations à caractère ludique sur l’engagement et l’apprentissage d’élèves suivis en orthopédagogie
Bibliographic record
Abstract
This paper analyzes three playful mathematical situations involving multiplication and decimal numeral system. These situations were tested in Quebec by a remedial teacher working with four 9-10 year-old students identified as having difficulties by their teacher. Drawing on Brousseau's (2002) positions of player, actor, learner and student, as well as on Pelay's (2011) concept of didactic and ludic contract, we specify how didactic and ludic matters are articulated within the interactions, taking into account the specific characteristics of each situation. Our study clarifies the impact on engagement and learning of two characteristics of the situations: the nature of the relationship between the students, which can be competitive or cooperative, and the control exercised over the payoff, which can be based on chance or student decisions. Este artículo analiza tres situaciones matemáticas basadas en el juego relacionadas con la multiplicación y el sistema numeración decimal. Estas situaciones fueron puestas a prueba en Quebec por un profesor de refuerzo que trabajaba con cuatro alumnos de 9-10 años identificados por su profesor como alumnos con dificultades. Basándonos en las posiciones de Brousseau (2002) de jugador, actor, aprendiz y alumno, y en el concepto de contrato didáctico y lúdico de Pelay (2011), nos interesamos por la manera en que se articulan las cuestiones didácticas y lúdicas en el seno de las interacciones, teniendo en cuenta las características específicas de cada situación. Nuestro estudio permite precisar el impacto sobre la involucración y el aprendizaje, de dos características de las situaciones, la naturaleza de la relación entre los alumnos, que puede ser competitiva o cooperativa, y el control ejercido sobre el éxito, que puede basarse en el azar o en las decisiones de los alumnos. Ce texte porte sur l’analyse de trois situations mathématiques à caractère ludique investissant la multiplication et la numération décimale de position. Ces situations ont été expérimentées au Québec par une orthopédagogue travaillant auprès de quatre élèves de 9-10 ans identifiées en difficulté par leur enseignante. Prenant appui sur les positions de joueur, d’actant, d’apprenant et d’élève de Brousseau (2002) ainsi que sur le concept de contrat didactique et ludique de Pelay (2011), nous nous intéressons à la façon dont s’articulent les enjeux didactiques et ludiques au sein des interactions en prenant en compte les caractéristiques propres à chaque situation. Notre étude permet de préciser l’incidence, sur l’engagement et l’apprentissage, de deux caractéristiques des situations, soit la nature de la relation entre les élèves, qui peut être compétitive ou coopérative, et le contrôle exercé sur le gain, qui peut reposer sur le hasard ou sur les décisions des élèves.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".