This thesis presents an analysis of a learning situation of positive and negative integers. It is considered as a case study within the more general context of the development of school learning analysis tools based on cognitive psychology. An analysis of error patterns obtained from a group of 55 secondary I level students has shown: (1) that the acquisition of the integer concept can imply several levels of integration of the sign and the numerical aspect; (2) that the set of all possible addition and subtraction items can be classified according to their possibility of being related to previous numerical knowledge; (3) that errors in addition and subtraction can be explained by either the utilisation of previous knowledge that was contrary to what was taught, or by systematic transformations of the procedures that were taught, or by problems with the integer concept. The thesis ends with a discussion of the properties of an information processing system that could generate the observed performances, and of the pedagogical implications of that kind of analysis.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.68605 |
| Date | January 1981 |
| Creators | Côté, Benoît |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | French |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 000137282, proquestno: AAINK54767, Theses scanned by UMI/ProQuest. |
Page generated in 0.0013 seconds