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• Virtual manipulatives in inquiry-based approach of 3D problems by French 5th graders

  229-240

  Ecaterina Pacurar

  Claude-Alexandre Magot

  Richard Cabassut

  Yohan Solon

  Views:

  72

  The aim of this research is to study the appropriation of a 3D environment by learners in an a-didactical situation of problem solving. We try to evaluate the relevance of the virtual 3D environment in the development of students' cognitive and metacognitive abilities. We implanted a problem-solving activity related to a 3D cube situation with an empty part in the cube in different French primary school areas in May 2019. In the experimental group each learner works individually with a PC-computer where the virtual environment ANIPPO is implemented. In the control group the pupils work in a traditional class environment. We present the results of this pre-experimentation.

  Subject Classification: 97D50, 97U60, 97U70

• The tools for developing a spatial geometric approach

  207-216

  Eleonóra Stettner

  György Emese

  Views:

  74

  Tamás Varga writes about the use of tools: "The rational use of tools - the colored bars, the Dienes set, the logical set, the geoboard, and some other tools - is an element of our experiment that is important for all students, but especially for disadvantaged learners." (Varga T. 1977) The range of tools that can be used well in teaching has grown significantly over the years. This paper compares spatial geometric modeling kits. Tamás Varga uses the possibilities of the Babylon building set available in Hungary in the 1970s, collects space and flat geometry problems for this (Varga T. 1973). Similarly, structured kits with significantly more options have been developed later, e.g. ZomeTool and 4D Frame. These tools are regularly used in the programs of the International Experience Workshop (http://www.elmenymuhely.-hu/?lang=en). Teachers, schools that have become familiar with the versatile possibilities of these sets, use them often in the optional and regular classes. We recorded a lesson on video where secondary students worked with the 4D Frame kit. We make some comments and offer some thoughts on this lesson.

  Subject Classification: 97G40, 97D40

• Manipulatives and semiotic tools of Game of Go as playful and creative activity to learn mathematics in early grades in France

  197-206

  Richard Cabassut

  Antoine Fenech

  Views:

  63

  This research develops resources to teach mathematics in French primary school by using the game of Go. A group of searchers, teachers and go players meet at university to produce teaching resources. These resources are implemented in the classroom. Then the group evaluate this implementation and improve the resources. The aim of this classroom research is to study the opportunities of the game of Go to learn mathematics and to propose a teacher training course to implement the game of Go in French primary schools in accordance with the French syllabus. Game of Go appears as a manipulative and semiotic tool to learn mathematics at primary school.

  Subject Classification: 97D50, 97U60