@prefix dcat: . @prefix dct: . @prefix foaf: . @prefix vcard: . @prefix xsd: . a dcat:Dataset ; dct:description """ Though a good deal of research has been written already concerning the acquisition or teaching of ‎written positional notation, difficulties do persist for pupils in early school years. Written multidigit ‎number cannot be reduced to a simple transcription of spoken expression: actually it implies and ‎conveys a new body of mathematical knowledge, which has to be mastered. In French school, that ‎question arises in primary first year - cours préparatoire or CP, 6-7 years old. When entering CP, ‎pupils initially regard numbers, in essence, according to the spoken designation they're now familiar ‎with - a designation they generally associate with one-by-one numbering activities. Class dynamics ‎demand that the teacher build mediations which cannot ignore the pupil's preexisting knowledge. Yet ‎the teaching should eventually present numbers without naming them: so how can we deal with the ‎spoken number when teaching numeration ? Can we consider it as a useful tool, and not as an ‎apparent obstacle to abstraction? Throughout this work, we investigate the underlying mathematical ‎foundations to cover the various strategies available to the teacher. We review the current state of ‎research, and describe the recurring difficulties still encountered by pupils in primary years. We ‎comment on different approaches in use within the French School system, through the analysis of ‎school texts and reporting of actual class experimentations. Then we offer revisions in the teaching of ‎numeration - from which we derive new perspectives in practice.‎ """ ; dct:identifier "tel-00550721" ; dct:issued "2026-05-10T10:30:56.910497"^^xsd:dateTime ; dct:language "fr" ; dct:modified "2026-05-10T10:30:56.910502"^^xsd:dateTime ; dct:publisher ; dct:title "Teaching Numeration for early School Years, an Analysis. Towards new perspectives." ; dcat:contactPoint [ a vcard:Organization ; vcard:fn "CCSD" ] ; dcat:distribution ; dcat:keyword "activite-de-lenseignant", "classroom", "concept", "conceptualisation", "didactic", "ecole-primaire", "infoeu-reposemanticsdoctoralthesis", "manuel-scolaire", "mathmathematics-math", "multidigit-number", "nombre-entier--ingenierie-didactique", "numeration", "signes", "spoken-number", "spoken-number--didactic", "teaching", "theses" ; dcat:landingPage . a dcat:Distribution ; dct:format "HTML" ; dct:issued "2026-05-10T10:30:56.919714"^^xsd:dateTime ; dct:modified "2026-05-10T10:30:56.891367"^^xsd:dateTime ; dct:title "Teaching Numeration for early School Years, an Analysis. Towards new perspectives." ; dcat:accessURL . a foaf:Agent ; foaf:name "test_moissonnage_selune" . a foaf:Document .