[ Effets des interactions didactiques sur l’apprentissage de l’addition et la multiplication dans Z en septième année dans les classes surpeuplées et non surpeuplées : Une expérience chez les élèves congolais ]
Volume 29, Issue 3, June 2020, Pages 512–527
Stanislas Mukoko Nzwana1
1 Chef de Travaux, Institut Supérieur d’Architecture et d’Urbanisme (ISAU)/Kinshasa, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study proposes to describe and analyse the dynamics of didactic interactions in the lessons on addition and multiplication in Z and to interpret their effects. At the end of this study, we have concluded that verbal and non-verbal didactic interactions contribute to the appropriation of knowledge in the seventh year. However, many of them are held back in overcrowded classes, mainly those related to proxemia and kinesis. Thus, the theorical model chosen is one of joint action verbalo-active. The usage of this model in overcrowded classes has given satisfying results. The movement and spread of interactions allowed us to identify the procedures used by teachers in both classes. These are the procedures of motivation, recall, activation, reformulation, validation, institutionalization through the procedure of support and/or mediation in class. These processes have led students to appropriate their knowledge through hesitation, silence, doubt, trial and error, speeches and peer support during interaction. As regards the rules of the signs, the movement of the interactions also enabled the teacher to transpose the rules of the signs by the process of breaking these rules into different stages. This led the students to use a portrait of knowledge in the application of the rules of signs. Future research will be able to examine students' assimilation of each knowledge.
Author Keywords: Didactic transposition, fragmentation, mediation, guardianship, support.
Volume 29, Issue 3, June 2020, Pages 512–527
Stanislas Mukoko Nzwana1
1 Chef de Travaux, Institut Supérieur d’Architecture et d’Urbanisme (ISAU)/Kinshasa, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study proposes to describe and analyse the dynamics of didactic interactions in the lessons on addition and multiplication in Z and to interpret their effects. At the end of this study, we have concluded that verbal and non-verbal didactic interactions contribute to the appropriation of knowledge in the seventh year. However, many of them are held back in overcrowded classes, mainly those related to proxemia and kinesis. Thus, the theorical model chosen is one of joint action verbalo-active. The usage of this model in overcrowded classes has given satisfying results. The movement and spread of interactions allowed us to identify the procedures used by teachers in both classes. These are the procedures of motivation, recall, activation, reformulation, validation, institutionalization through the procedure of support and/or mediation in class. These processes have led students to appropriate their knowledge through hesitation, silence, doubt, trial and error, speeches and peer support during interaction. As regards the rules of the signs, the movement of the interactions also enabled the teacher to transpose the rules of the signs by the process of breaking these rules into different stages. This led the students to use a portrait of knowledge in the application of the rules of signs. Future research will be able to examine students' assimilation of each knowledge.
Author Keywords: Didactic transposition, fragmentation, mediation, guardianship, support.
Abstract: (french)
Cette étude propose de décrire et d’analyser la dynamique des interactions didactiques lors des leçons sur l’addition et la multiplication dans Z et d’interpréter leurs effets. Au terme de cette étude, nous avons conclu que les interactions didactiques verbales et non verbales contribuent à l’appropriation des savoirs en septième année. Cependant, beaucoup d’entre elles sont freinées dans les classes surpeuplées, principalement celles qui ont trait à la proxémie et à la kinésie. Alors, le modèle théorique choisi est celui de l’action conjointe verbalo-active. L’usage de ce modèle dans les classes surpeuplées a donné des résultats satisfaisants. Le mouvement et la propagation des interactions nous ont permis de relever les procédures utilisées par les enseignants dans les deux catégories de classes. Il s’agit des procédures de motivation, de rappel, d’activation, de reformulation, de validation, d’institutionnalisation à travers la procédure d’étayage de tutelle et/ou de médiation en classe. Ces procédés ont eu comme effets d’amener les élèves à s’approprier les savoirs par des marques d’hésitation, de silence, de doute, de tâtonnements, de prises de parole et de l’étayage par les pairs lors de l’interaction. En ce qui concerne les règles des signes, le mouvement des interactions a permis aussi à l’enseignant de transposer les règles des signes par le procédé de morcellement de ces règles en différentes étapes. Ce qui a amené les élèves à se servir d’un portrait des connaissances dans l’application des règles des signes. Une recherche future se pourra se pencher à vérifier l’assimilation de chacune de ces connaissances par les élèves.
Author Keywords: Transposition didactique, morcellement, médiation, tutelle, étayage.
How to Cite this Article
Stanislas Mukoko Nzwana, “Effects of Didactic interactions on the learning of addition and multiplication in Z in seventh school in overcrowded and non-overcrowded classes: an experience on congolese pupils,” International Journal of Innovation and Applied Studies, vol. 29, no. 3, pp. 512–527, June 2020.
