-
Polotskaia, E., Fellus, O. O., Cavalcante, A., & Savard, A. (2022). Students’ Problem Solving and Transitioning from Numerical to Relational Thinking. Canadian Journal of Mathematics, Scienc and Technology Education.
https://link.springer.com/content/pdf/10.1007/s42330-022-00218-1.pdf
Online: https://link.springer.com/article/10.1007/s42330-022-00218-1
Abstract: The transition from arithmetic to algebra in middle school can be critical for students having persistent difficulties in mathematics. The leading perception in our project is that holistic relational thinking is an effective… → Continuer la lecture
-
Polotskaia, E., Fellus, O. O., Cavalcante, A., & Savard, A. (2022). Students’ Problem Solving and Transitioning from Numerical to Relational Thinking. Canadian Journal of Mathematics, Scienc and Technology Education.
https://link.springer.com/content/pdf/10.1007/s42330-022-00218-1.pdf
Online: https://link.springer.com/article/10.1007/s42330-022-00218-1
Abstract: The transition from arithmetic to algebra in middle school can be critical for students having persistent difficulties in mathematics. The leading perception in our project is that holistic relational thinking is an effective… → Continuer la lecture
-
Anwandter Cuellar, N. S., Passaro, V., & Polotskaia, E. (2022). La Genèse De La Pensée Algébrique Chez Les Enfants De Trois À Huit Ans. Une Revue De La Littérature Scientifique. Canadian Journal of Mathematics, Science and Technology Education, 0123456789.
https://doi.org/10.1007/s42330-021-00185-z
Dans cet article, nous présentons les résultats d’une synthèse des connaissances visant à donner un portrait inédit des recherches sur la pensée algébrique chez les enfants de trois à… → Continuer la lecture
-
Anwandter Cuellar, N. S., Passaro, V., & Polotskaia, E. (2022). La Genèse De La Pensée Algébrique Chez Les Enfants De Trois À Huit Ans. Une Revue De La Littérature Scientifique. Canadian Journal of Mathematics, Science and Technology Education, 0123456789.
https://doi.org/10.1007/s42330-021-00185-z
Dans cet article, nous présentons les résultats d’une synthèse des connaissances visant à donner un portrait inédit des recherches sur la pensée algébrique chez les enfants de trois à… → Continuer la lecture
-
Polotskaia, E., & Savard, A. (2021). Some multiplicative structures in elementary education: a view from relational paradigm. Educational Studies in Mathematics, 106, 447–469. https://doi.org/10.1007/s10649-020-09979-8
The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative structures to support… → Continuer la lecture
-
Polotskaia, E., & Savard, A. (2021). Some multiplicative structures in elementary education: a view from relational paradigm. Educational Studies in Mathematics, 106, 447–469. https://doi.org/10.1007/s10649-020-09979-8
The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative structures to support… → Continuer la lecture
-
Polotskaia, E., & Savard, A. (2021). Shifting paradigms in word problem solving. The case of multiplicative structures. In J. Navotna & H. Maraova (Eds.), Proceedings of the International Symposium Elementary Mathematics Teaching (pp. 328–337). Charles University – Faculty of Education.
Abstract: This paper reports on our second study on elementary student relational thinking development through problem solving. We designed and implemented fifteen learning activities to direct students’ attention from numbers… → Continuer la lecture
«Elena, vous avez un problème. J’ai résolu toutes vos énigmes!»
Elena Polotskaia
Professeure de didactique des mathématiques à l’Université du Québec en Outaouais.
B. Sc. en Enseignement des mathématiques, l’Université Pédagogique d’État de Moscou (MSPU) en 1982; M. Éd., didactique des mathématiques, l’Université de Montréal 1997; Ph. D., l’Université McGill en 2015. → Biographie
Thèmes de recherche: didactique des mathématiques, enseignement préventif, éducation développementale.
Membre de l’équipe de recherche RÉPI
Analyser mathématiquement! Quelle-est la place de l’analyse dans l’activité mathématique? Dans l’enseignement des mathématiques? Dans l’apprentissage des mathématiques?
Voici les questions qui me passionnent.
Ce site web a été partiellement financé par Conseil de recherches en sciences humaines du Canada et Fonds de recherche Société et culture du Québec.
