TY - JOUR TI - L’hétérogénéité des rapports des élèves au domaine numérique au début et à la fin de la première année de l’école élémentaire AU - Ricco, Graciela AU - Menotti, Guilaine AU - Boyer, Catherine AU - Larere, Christiane AU - Bocage, Line Numa AU - Allenbach, Laurence T2 - Recherches en Didactique des Mathématiques AB - This article reports the results of a study examining the complexity and evolution of pupils’ personal relations to the domain of numbers. The pupils came from two first-grade [C.P. (age 6 years)] classes in France that were observed for one year. The two classes were in contrasting schools : one ’ordinary' and the other located in a Zone of Priority Education. We examine the results of a 126-item test given to all pupils at the beginning (T1) and at the end (T3) of the school year. The test was designed to explore performance in five fields of the domain : (1) continue a numerical sequence, (2) count a discrete collection, (3) compare discrete collections, (4) solve an addition problem, and (5) use mathematical language in context. We report the evolution of the pupils’ relation to those five fields during the year. A first statistical analysis found considerable variation in that evolution, homogeneous results in Fields 1 and 5, and no significant difference between the means of the two classes. At the end of the year, most pupils still failed to solve additive problems (Field 4), which called for an operational relation to numbers. A second statistical analysis enabled us to formulate a typology of personal relations. Our results tend to confirm that the development of those relations is partially ordered, not totally ordered. DA - 2008/// PY - 2008 VL - 28 IS - 3 SP - 279 EP - 318 J2 - RDM LA - FR SN - 0246-9367 UR - https://revue-rdm.com/2008/l-heterogeneite-des-rapports-des/ ER -