Préface _ 3

Partie 1 : Fondements de l'enseignement spécialisé en mathématiques

Chapitre 1 Mathématiques et enseignement des mathématiques (Lee Pil-sang) ···········································13
1.
Concepts mathématiques ·························································14
2.
Les caractéristiques des mathématiques et la nature de l'enseignement des mathématiques ·····································17
3.
Élèves en difficulté scolaire et enseignement des mathématiques ··········································26

Chapitre 2 : Objectifs de l’enseignement des mathématiques (Lee Seong-jin) ····································································································39
1.
Objectifs de l'enseignement des mathématiques ··········································································40
2.
Objectifs du programme commun d’enseignement des mathématiques ········································44
3.
Objectifs de l’enseignement des mathématiques dans le programme de base ········································48

Chapitre 3 : Contenu de l'enseignement des mathématiques (Hong Seong-du) ···········································63
1.
L'enseignement des mathématiques aux États-Unis ···············································64
2.
Contenu de l'enseignement des mathématiques du programme Nuri ···················································71
3.
Contenu du programme commun d'enseignement des mathématiques ·····································73
4.
Contenu du programme de base en mathématiques ···················································82

Chapitre 4 : Théorie de l'enseignement et de l'apprentissage des mathématiques (Nam Yun-seok) ······················································93
1.
Théorie EIS de Bruner ·················································94
2.
La mathématisation de l'enseignement et de l'apprentissage selon Freudenthal ··································98
3.
Apprendre les mathématiques en jouant avec Dienes ···································102
4.
Compréhension mathématique de Skemp ·····························································107
5.
Pensée productive et intuitions de Wertheimer ··················111
6.
Théorie de l'éducation par la résolution de problèmes de Polya ···········································119
7.
Stratégies cognitives et métacognitives de Montague et Bos ····························122

Chapitre 5 : Modèle de classe de mathématiques (Lee Dae-sik) ·················································131
1.
Les fondements du modèle de classe ·································································132
2.
Modèle de classe d'enseignement direct ······················132
3.
Modèle de classe d'apprentissage conceptuel ·················································145
4.
Modèle de classe d'exploration des principes ·················································148
5.
Modèle de classe axé sur la résolution de problèmes ·················································150

Chapitre 6 : Matériel pédagogique en mathématiques (Go Hye-jeong) ·····································157
1.
Concrétude et abstraction ····················································158
2.
Ressources pédagogiques en mathématiques selon le type de handicap ···································178

Chapitre 7 : Évaluation de l'enseignement des mathématiques (Yoo Jang-sun) ··········································189
1.
Objectif et orientation de l'évaluation en mathématiques ··········································190
2.
Normes et contenu de l'évaluation en mathématiques ···········································193
3.
Types et méthodes d'évaluation en mathématiques ···········································199
4.
Adaptation des évaluations pour les élèves ayant des besoins éducatifs particuliers ··················································211
5.
Évaluation du programme de mathématiques ·····························································217

Partie 2 : La pratique de l'enseignement spécialisé en mathématiques

Chapitre 8 : Méthodes d'enseignement et d'apprentissage en mathématiques (Go Hye-jeong) ············229
1.
Contenu d'enseignement et d'apprentissage dans le domaine précédent ·······················································230
2.
Comprendre la permanence des objets ·················································231
3.
Discrimination ··············································································233
4.
Correspondance individuelle ····················································237
5.
Comparer ·········································································242
6.
Commande ···························································245
7.
Classification ···············································································249
8.
Création d'un motif ··································································250

Chapitre 9 Méthodes d'enseignement et d'apprentissage en mathématiques (Lee Pil-sang) ··················255
1.
Contenus d'enseignement et d'apprentissage en mathématiques ········································256
2.
Dénombrement et nombres à compter ··································257
3.
Nombres cardinaux et nombres ordinaux ·······································································262
4.
Valeur positionnelle et grands nombres ·····································································263
5.
Monnaie ···················································································266
6.
Fractions et décimales ·········································································269

Chapitre 10 : Méthodes d'enseignement et d'apprentissage sur le terrain (Hong Seong-du) ·············277
1.
Contenus d'enseignement et d'apprentissage dans le domaine informatique ·········································278
2.
Loi Jisan ·································································282
3.
Stratégies d'apprentissage opérationnel ························································286
4.
Analyse des erreurs opérationnelles ·····················································296
5.
Stratégie d'estimation ·····················································································300
6.
Applications en ingénierie ··········································································302
7.
Stratégies de résolution de problèmes ····································································305
8.
Stratégie de la table de multiplication ····································································319

Chapitre 11 : Méthodes d'enseignement et d'apprentissage dans le domaine des formes (Nam Yun-seok) ·············333
1.
Contenu d'enseignement et d'apprentissage en géométrie ·······················································334
2.
Niveau d'apprentissage géométrique de van Hieles ····················································337
3.
Apprendre les formes en jouant ·······························································341
4.
Apprendre les formes par la manipulation ········································344
5.
Apprendre le sens spatial en empilant des blocs ··················································348
6.
Apprentissage des formes assisté par ordinateur ·········································351
7.
Apprendre les formes par l'évaluation dynamique ···················································356

Chapitre 12 : Méthodes d'enseignement et d'apprentissage dans le domaine de la mesure (Lee Dae-sik) ·············361
1.
Contenu d'enseignement et d'apprentissage dans le domaine de la mesure ·········································362
2.
Principes directeurs de la zone de mesure ·····························································365
3.
Longueur ·· ...
4.
Ils sont ·····················································································373
5.
Poids ······································································373
6.
Zone ····································································374
7.
Volume ·······································································375
8.
Temps ·····················································································375

Chapitre 13 : Méthodes d'enseignement et d'apprentissage dans le domaine de la régularité (Lee Seong-jin) ··········379
1.
Contenus d'enseignement et d'apprentissage dans le domaine de la régularité ····················································380
2.
Méthodes d'enseignement et d'apprentissage dans le domaine de la régularité ··················································387

Chapitre 14 : Méthodes d’enseignement et d’apprentissage dans le domaine des données et des possibilités (Yoo Jang-soon) ··············395
1.
Contenus d'enseignement et d'apprentissage dans le domaine des données et des possibilités ···············396
2.
Catégorisation des données ····································································398
3.
Affichage dans un tableau ·····································································402
4.
Graphiques ···················································405
5.
Valeurs représentatives et moyennes ·····································································413
6.
Graphiques de pourcentage et de ratio ······························································414
7.
Possibilité et probabilité ·······················································417

Annexe ···········································································421
1.
Programme commun révisé de 2022 : Mathématiques et programmes d’études ···························423
2.
Programme de mathématiques du tronc commun révisé de 2022 ···········470

Recherche ··································································538