Preventive support scheme for mathematics learning: possible ways to provide aid before and after the class session

Karine Millon-Fauré (1) , Patricia Marchand (2) , Claire Guille-Biel Winder (1) , Teresa Assude (1, 3) , Jeanne Koudogbo (2) , Laurent Theis (2) , Mathieu Thibault (4)

1 AMU - Aix Marseille Université
2 UdeS - Université de Sherbrooke
3 ADEF - Apprentissage, Didactique, Evaluation, Formation
4 UQO - Université du Québec en Outaouais

Since 2013, we have studied a support scheme for students who have difficulties solving mathematical problems. We call this a "preventive support scheme" and are interested in modelling its functions. These interventions take place before and after a specific classroom session, in order to facilitate the students' introduction to the planned learning situation, their involvement in the work required and their appropriation of the target knowledge. The work proposed in this scheme can take various forms and the aim of this communication is to illustrate this point by presenting, for a given situation, different tasks which can be proposed either before or after the classroom session. This study will allow us to highlight the precautions to be taken to design such devices.

Mots clés: Didactic system; preventive support scheme; students in difficulty; fractions

Domaines: Mathématiques [math]; Sciences de l'Homme et Société; Education

Karine Millon-Fauré, Patricia Marchand, Claire Guille-Biel Winder, Teresa Assude, Jeanne Koudogbo, et al.. Preventive support scheme for mathematics learning: possible ways to provide aid before and after the class session. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03745120⟩