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The aim of this research was to look at the strategies used by children when doing mental addition problems of the varying levels of complexity. An authentic arithmetic task was designed for use in a school environment. The central aim was to study developing fluency in mental arithmetic as achieved through recruiting various strategies into solving more complex problems than those studied by existing research. The nature of mental addition strategies was inferred from children's solution times when doing sequences of sums. Three studies were carried out on 7-11 year-old children from two local schools.

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Education planners in Saudi Arabia, as in many other countries, are anxious to exploit the potential of ICT to enhance the teaching and learning process. However,concerns have been voiced that teachers are ill-equipped to cope with the new technology. This study investigates the present use of ICT among Saudi primary teachers in the classroom, for professional development and for personal use; factors that deter/prevent use; teachers' perceptions of their skills in ICT, their attitudes to ICT; and their training needs in relation to ICT. Data were collected via a questionnaire survey of primary school teachers in Riyadh, Makkah and Dammam, and complementary semi-structured interviews with teachers, government officials with responsibility for education and representatives of private sector bodies involved in various ways with provision of ICT facilities.The findings showed that teachers' use of ICT was low, especially in the classroom. The major constraints on use were lack of availability,lack of skills,and time and budget constraints. More than half the teachers had received no training in ICT and many lacked basic competencies. However, some had downloaded resources for teaching, and some used ICT to exchange ideas with colleagues. Attitudes to ICT were generally positive. Some differences were found in use of ICT, attitudes to ICT and perceived competence in ICT, in relation to personal variables, most notably in relation to the amount of previous in-service training received in ICT. Government officials wanted all teachers trained in ICT, but plans and policies were diffuse and unclear. Training and technical support are available in the private sector, which teachers could use, given the time and financial resources.On the basis of the findings, recommendations are made for in-service training to equip teachers with the operational and pedagogic skills needed to use ICT effectively in the classroom.

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Depuis la rentrée 2016, les professeurs des écoles doivent initier les élèves à la programmation informatique dès le cycle 2. En France, les travaux sur l’enseignement de l’informatique n’abordent pas la réception de cet enseignement par les enseignants. À partir d’un cadre théorique d’acceptation des nouvelles technologies, notre recherche vise à comprendre les conditions et les raisons pour lesquelles l’enseignement de la programmation informatique a été, ou non, mis en oeuvre à l’école primaire. Elle s’appuie sur une enquête menée par questionnaire et par entretien auprès des professeurs des écoles. Les 578 réponses obtenues par questionnaire permettent d’identifier les variables expliquant l’acceptation de ce nouvel enseignement. Les entretiens réalisés auprès de 17 professeurs des écoles ont pour objectif d’illustrer et d’approfondir les relations statistiques. Le modèle proposé dans la recherche met en exergue la nécessité de percevoir l’utilité et la facilité de mise en œuvre de l’enseignement. Il rend compte également de l’influence exercée par l’environnement matériel et social de l’enseignant : formation, matériel et présence de collègue pour soutenir la mise en œuvre. Les déterminants individuels (genre, expériences en tant qu’enseignant, série du baccalauréat obtenu) n’exercent quant à eux aucun effet sur l’acceptation. / Since 2016 schoolteachers in France are required to introduce computer programming to all children aged 6 or more. We present the first work studying the reception of this subject by teachers in France. Based on a theoretical framework for acceptance of new technologies, our research aims to understand conditions and reasons for which computer programming teaching has or has not been implemented in primary schools. Our study is based on a survey by questionnaire and interviews with school teachers. 578 responses obtained by questionnaire identify the variables explaining the acceptance of this new subject. We illustrate and develop statistical results through 17 interviews with school teachers. The model proposed in the research shows the need to perceive the utility and ease of implementation for teaching the topic. We also show that the teacher's material and social environments matter when it comes to acceptance: their training, the material they have access to, the presence of knowing and more experimented colleagues. Individual determinants (gender, experiences as a teacher and series of baccalauréat) have on the other hand no effect on acceptance.

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