A study of textbooks and their use in the classroom in teaching addition in first grade

In Niger, textbooks present situations that address primary school teachers' basic understanding of mathematics. We have chosen to focus our study on a particular mathematical issue : the teaching of addition at the beginning of primary school. Our work aims to analyze a teaching session on posed addition, specifying the object of mathematical knowledge and the pupils' intentions in carrying out this operation. We pose the following research question : how can we find the operation that consists of adding together the digits of the terms of a given sum if this sum exceeds ten? In classroom teaching practices, pupils encounter difficulties in carrying out an addition. Our study analyzes an essential stage in addition: the discovery of the meaning of addition (in this case, the association between addition and the union of two cardinals). We use an operational technique analysis grid to determine the type of knowledge at stake in learning operational techniques.