Is inquiry-based approach possible at the elementary school ? A case study.
Résumé
In this paper, we focus on the inquiry-based approach at the elementary school when students try to resolve problems. We present a case study: an ordinary session dedicated to the research of a problem chosen by a teacher. We compare the chosen problem with one proposed by the French curriculum. Then, regarding to the theoretical framework of the double approach (Robert & Rogalski, 2005), we identify teacher's difficulties. Our a priori and a posteriori analyses show that these difficulties are linked with the choice of the problem and mathematical knowledge which are not completely mastered by the teacher.