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International Journal of Innovation and Scientific Research
ISSN: 2351-8014
 
 
Saturday 17 November 2018

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The spoken reflexion : Efficient technique for the teaching of mathematics


[ De la technique de la réflexion parlée dans l’enseignement de l’arithmétique Nord-Kivu, RD Congo ]

Volume 39, Issue 2, November 2018, Pages 205–215

 The spoken reflexion : Efficient technique for the teaching of mathematics

KAYUMBA MUGOYI OSEE

Original language: French

Received 31 July 2018

Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract


The differential psychology shows us that people are different from one another. Confronted to the theories developed by Legrand and Garanderie and to the reality of the teaching land in teachers of schools the situation of this theory becomes the contrary. Thus, having assessed that the mental procedures of the child can be original and different from their teachers, the author wants to impregnate himself if really teachers are informed of the existence of this mental and procedural difference at some as for their pupils. How do they proceed to discover this originality of thought? Does he exploit which technique of teaching? What teaching techniques does he exploit? The spoken reflection or he teaches in the total ignorance of this? The results of the study indicate that in general teachers accuse a notorious ignorance in this domain of the pedagogy of the mental management and the differed pedagogy.

Author Keywords: spoken reflexion, teaching, mathematics, North-Kivu, DR Congo.


Abstract: (french)


La psychologie différentielle nous apprend que les individus sont différents les uns les autres. Cette conception, confrontée aux théories développées par Legrand et Garanderie et à la réalité du terrain chez les maitres d’écoles, la situation devient confuse. Ainsi, ayant estimé que la connaissance de la technique de la réflexion parlée, connue actuellement sous le concept du dialogue, conduirait à des avantages, non seulement pour les enseignants, mais aussi pour les élèves lors du processus enseignement-action. L’auteur veut savoir si les enseignants l’exploitent avec profit et s’imprégner des avantages qu’elle présente dans son application. Les résultats de l’étude indiquent que la majorité d’enseignants accuse une ignorance notoire de cette technique d’enseignement. Pour ceux qui la connaissent et l’appliquent, ils estiment qu’elle présente des avantages non moins importants.

Author Keywords: réflexion parlée, enseignement, arithmétique, Nord-Kivu, RD Congo.


How to Cite this Article


KAYUMBA MUGOYI OSEE, “The spoken reflexion : Efficient technique for the teaching of mathematics,” International Journal of Innovation and Scientific Research, vol. 39, no. 2, pp. 205–215, November 2018.