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See detaildeveloping early number competencies through games played in school and at home
Tinnes-Vigne, Mélanie UL; Poncelet, Débora UL; de Chambrier, Anne-Françoise et al

in Bergqvist, Ewa; Österholm, Magnus; Granberg, Carina (Eds.) et al Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong ... [more ▼]

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong predictors of mathematics outcomes at the end of the first grade and even later on (Jordan, Kaplan, Ramineni & Locuniak, 2009). In preschool, the development of these competencies should obviously not give rise to formal learning but is developed through significant activities. However, while everyday situations offer significant contexts, they are still not sufficient to develop the basic number competencies necessary for first grade children (Cannon & Ginsburg, 2008). Adults have to create opportunities to learn mathematical competencies. Mathematical games can meet this requirement. The MathPlay project aims to develop early number competencies through games implemented in school and/or at home. According to the literature, early number competencies consist in counting, conservation ability, magnitude comparison, and (de)composition of numbers. To develop these competencies, we decided to adapt 8 well-known family games. To evaluate the effect of this play-based approach on the development of number competencies, an instrument was created and validated. A quasi-experimental research design (pre/post-test) was implemented in four countries: Luxembourg, Belgium, France and Switzerland. Seven hundred and twenty-five children from all these countries participated in this study. They were divided into one control group and one experimental group with two treatment conditions, X1 (with games at school), and X2 (with games both at school and at home). The post-test was administrated at two moments: just after the intervention and eight weeks later. Data is currently being analysed. This communication will present the first outcomes and will answer our research question: what is the immediate and deferred effect of this play-based approach (X1-X2) on students’ number competencies? [less ▲]

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See detailA test to measure early number skills progress among 4 to 6 years old children
De Chambrier, Anne-Françoise; Fagnant, Annick; Giauque, Nadine et al

Scientific Conference (2018, July)

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See detailBesoins des apprenants en matière de pensée algébrique et connaissances pour enseigner cette pensée : évaluation diagnostique des acquis des enseignants à la transition école-collège
Demonty, Isabelle; Vlassis, Joëlle UL; Fagnant, Annick

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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See detailDéveloppement d’un test de compétences numériques précoces destiné à mesurer les effets d’une intervention mise en place auprès d’élèves de 4 à 6 ans
de Chambrier, Anne-Françoise; Vlassis, Joëlle UL; Fagnant, Annick et al

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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See detailAlgebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school.
Demonty, Isabelle; Vlassis, Joëlle UL; Fagnant, Annick

in Educational Studies in Mathematics (2018), DOI 10.1007/s10649-018-9820-9

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See detailConceptualiser et évaluer les connaissances pour enseigner les mathématiques
Demonty, Isabelle; Fagnant, Annick; Vlassis, Joëlle UL

Presentation (2017)

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See detailRésolution de problèmes arithmétiques et représentations schématiques : comment évaluer l’efficacité d’approches didactiques contrastées ?
Fagnant, Annick; Auquière, Virginie; Vlassis, Joëlle UL

in Detroz, Pascal; Borsu, Olivier (Eds.) Actes du 27e colloque de l'Admée-Europe. L'évaluation à la lumière des contextes et des disciplines (2015, January)

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See detailSymboliser et conceptualiser, une dialectique intrinsèque aux mathématiques et à leur apprentissage
Vlassis, Joëlle UL; Fagnant, Annick; Demonty, Isabelle UL

in Psychologie des apprentissages scolaires (2015)

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See detailApproche par compétences et évaluation à large échelle : deux logiques incompatibles ?
Dierendonck, Christophe UL; Fagnant, Annick

in Mesure et Evaluation en Education (2014), 37(1), 43-82

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See detailRésolution de tâches complexes, évaluation « en phases » et compétence en mathématiques
Fagnant, Annick; Demonty, Isabelle UL; Dierendonck, Christophe UL et al

in Dierendonck, Christophe; Loarer, Even; Rey, Bernard (Eds.) L'évaluation des compétences en milieu scolaire et en milieu professionnel (2014)

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See detailRÉSOLUTION DE PROBLÈMES MATHÉMATIQUES ET DÉVELOPPEMENT DE COMPÉTENCES : SUR QUELLES VARIABLES AGIR POUR SOUTENIR LES ÉLÈVES DANS LEUR APPRENTISSAGE
Fagnant, Annick; Marcourx, Gery; Vlassis, Joëlle UL

in Cahiers des Sciences de l'Education (Les) (2014), 36

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See detailDe l'importance des représentations pour résoudre des problèmes « non routiniers »
Vlassis, Joëlle UL; Fagnant, Annick; Gamo, Sylvie UL

Scientific Conference (2013)

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See detailSchematic representations in arithmetical problem solving: Analysis of their impact on grade 4 students
Fagnant, Annick; Vlassis, Joëlle UL

in Educational Studies in Mathematics (2013), 84(1), 149-168

While the value of ‘schematic representations’ in problem solving requires no further demonstration, the way in which students should be taught how to construct these representations invariably gives rise ... [more ▼]

While the value of ‘schematic representations’ in problem solving requires no further demonstration, the way in which students should be taught how to construct these representations invariably gives rise to various debates. This study, conducted on 146 grade 4 students in Luxembourg, analyzes the effect of two types of ‘schematic representation’ (diagrams vs. schematic drawings) on the solving of arithmetical problems. The results show that the presence of schematic representations has a clear positive effect on overall student performance and that a non negligible proportion of students manage to reuse the representations encountered in order to solve new problems. While showing an effect slightly in favor of diagrams as opposed to schematic drawings, our results do not really permit us to draw any conclusions about the form that these representations should take, in particular since a differential effect was observed depending on the type of problem. [less ▲]

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See detailTable ronde : Comment assurer l’évaluation diagnostique des compétences scolaires ?
Fagnant, Annick; Dierendonck, Christophe UL

in L'évaluation des compétences en milieu scolaire et en milieu professionnel (2012)

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See detailComment assurer l’évaluation diagnostique des compétences scolaires ? - Table ronde
Fagnant, Annick; Dierendonck, Christophe UL

Scientific Conference (2012)

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See detailImpact de la formation initiale des enseignants dans la mise en œuvre d'un projet curriculaire en mathématiques.
Burton, Réginald UL; Fagnant, Annick

in Actes du 22e colloque international de l’ADMEE-Europe. (2010)

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