Comment s’y prennent-ils? La résolution de problèmes de partage inéquitable par des élèves avant enseignement formel de l’algèbre

This article presents research findings that document the steps followed and reasoning used by students in the sixth grade of primary school and the first year of secondary school in Quebec to solve problems involving unequal sharing. The analyses show that all students solve the problems using arithmetic. Many of these students rely strictly on arithmetic reasoning, whereas others use analytic thinking. Taking these nuances into account when introducing algebra provides for a smoother transition between arithmetic and algebra. © 2014, Copyright © OISE.