Résolution de problèmes de division au cycle elementaire dans deux types de situations didactiques

This study deals with the observation of a class composed of children aged 8–9 solving division problems. The analysis aims at differentiating the attitudes of pupils confronted with situations resulting from ‘EMPIRICAL’ learning from those observed in situations involving action resulting from ‘DIALECTIC’ learning. Two learning sequences are described in the course of the study:

* The first includes four classical terms which allow the use of empirical methods to find the quotient and the remainder.

* The second includes two terms elaborated so that they favour a dialectic of action with the children.

The observed differences reveal that:

* The repetition of drills of the same nature during the first learning sequence does not result in important variations as far as success and solution procedures are concerned.

* On the other hand, during the second learning sequence, all pupils use a more economical solution procedure with high level success rate.