TY - JOUR TI - Étapes intermédiaires dans le processus de conceptualisation en mathématiques AU - Butlen, Denis AU - Charles-Pézard, Monique T2 - Recherches En Didactique Des Mathématiques AB - In this article, we present the results of an investigation showing that the process of mathematical conceptualisation by primary school or early secondary school children goes through intermediate stages. The analysis of mathematical statements produced by children collectively or individually shows that there are successive degrees of decontextualisation. These intermediate stages correspond to intermediate statements between a single example and the formal statement of a mathematical property or definition. These statements are based on a generic example. For children with learning difficulties, they constitute a specific stage in the process of conceptualisation. In the first part, we describe our approach to the problem and our methodology. In the second part, we set out the results of an experiment concerned with the process of decontextualisation. We analyse in particular the role played by discussion among peers that results in the children’s production of a written assessment of knowledge. DA - 2003/// PY - 2003 VL - 23 IS - 1 SP - 41 EP - 78 J2 - RDM LA - FR SN - 0246–9367 UR - https://revue-rdm.com/2003/etapes-intermediaires-dans-le/ ER -