{"id":2394,"date":"2022-03-29T10:05:38","date_gmt":"2022-03-29T14:05:38","guid":{"rendered":"https:\/\/se.csbe.qc.ca\/mathprimaire\/?p=2394"},"modified":"2022-03-29T10:05:40","modified_gmt":"2022-03-29T14:05:40","slug":"utilisation-de-la-calculatrice-au-primaire","status":"publish","type":"post","link":"https:\/\/se.csbe.qc.ca\/mathprimaire\/2022\/03\/29\/utilisation-de-la-calculatrice-au-primaire\/","title":{"rendered":"Utilisation de la calculatrice au primaire"},"content":{"rendered":"<div class=\"page-restrict-output\">\n<p><strong>R\u00e9soudre une situation-probl\u00e8me<\/strong> <sup>1<\/sup><\/p>\n<p><span data-contrast=\"auto\">L\u2019objectif des t\u00e2ches pour \u00e9valuer la comp\u00e9tence <\/span><i><span data-contrast=\"auto\">R\u00e9soudre une situation-probl\u00e8me math\u00e9matique<\/span><\/i><span data-contrast=\"auto\"> n\u2019<\/span><span data-contrast=\"auto\">\u00e9tant pas de mesurer la maitrise des algorithmes, la calculatrice peut g\u00e9n\u00e9ralement \u00eatre autoris\u00e9e. <\/span><span data-contrast=\"auto\">En cours d\u2019ann\u00e9e, c\u2019est l\u2019enseignant qui d\u00e9cide, selon la complexit\u00e9 de la t\u00e2che et la grandeur des nombres en jeu, de permettre ou non l\u2019utilisation de la calculatrice.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">En fin d\u2019ann\u00e9e, lorsqu\u2019il est pr\u00e9cis\u00e9 dans un guide d\u2019administration que la calculatrice est autoris\u00e9e, cela signifie que l\u2019<\/span><span data-contrast=\"auto\">\u00e9preuve a \u00e9t\u00e9 con\u00e7ue en cons\u00e9quence (temps, mobilisation des concepts et choix des nombres). L<\/span><span data-contrast=\"auto\">\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve doit donc l<\/span><span data-contrast=\"auto\">\u2019utiliser et il ne faut pas exiger que celui-ci fasse ses calculs \u00e0 la main, puis se v\u00e9rifie avec la calculatrice, car ainsi il manquerait de temps. L\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve doit laisser des traces, mais les algorithmes ne sont pas exig\u00e9s. Les traces de raisonnement seront souvent sous <\/span>\u00a0<span data-contrast=\"auto\">la forme d\u2019une \u00e9quation math\u00e9matique. Il faut donc enseigner aux \u00e9l\u00e8ves la fa\u00e7on de laisser des traces lorsque la calculatrice est permise.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Exemples\u202f:<\/span><span data-ccp-props=\"{&quot;335559739&quot;:60}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">265,5 \u00f715 = 17,7<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">25 x 33 = 825<\/span><span data-ccp-props=\"{&quot;335559739&quot;:120}\">\u00a0<\/span><\/p>\n<p>Voir \u00e9galement la page 35 du document <em>Guide de r\u00e9f\u00e9rence: Flexibilit\u00e9, Adaptation, Modification<\/em>. CSSBE, 2020<\/p>\n<p><strong>Raisonner \u00e0 l&rsquo;aide de concepts et de processus\u00a0<sup>1<\/sup><\/strong><\/p>\n<p><span data-contrast=\"auto\">Puisque l\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve est en apprentissage jusqu<\/span><span data-contrast=\"auto\">\u2019<\/span><span data-contrast=\"auto\">\u00e0<\/span><span data-contrast=\"auto\"> la 6<\/span><sup><span data-contrast=\"auto\">e<\/span><\/sup><span data-contrast=\"auto\"> ann\u00e9e, il faut donc favoriser des outils <\/span><b><span data-contrast=\"auto\">autres que la calculatrice ou les tables<\/span><\/b><span data-contrast=\"auto\">, qui permettront \u00e0 l\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve de continuer \u00e0 d\u00e9velopper des strat\u00e9gies favorisant la maitrise des faits num\u00e9riques<\/span><span data-contrast=\"auto\">. Les outils suivants peuvent \u00eatre utilis\u00e9s sans que l\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve <\/span><span data-contrast=\"auto\">en soit p\u00e9nalis\u00e9\u202f:<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:120}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\u2013\" data-font=\"Century Gothic\" data-listid=\"10\" data-aria-posinset=\"0\" data-aria-level=\"1\"><span data-contrast=\"auto\">Le table de Pythagore peut <\/span><span data-contrast=\"auto\">\u00eatre compl\u00e9t\u00e9e par l<\/span><span data-contrast=\"auto\">\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve av<\/span><span data-contrast=\"auto\">ant la r\u00e9alisation d\u2019une t\u00e2che.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:60}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\u2013\" data-font=\"Century Gothic\" data-listid=\"10\" data-aria-posinset=\"0\" data-aria-level=\"1\"><span data-contrast=\"auto\">L\u2019utilisation de mat\u00e9riel de manipulation (exemples\u202f: mat\u00e9riel base 10, boites de 10, grilles de 100, etc.) concret ou imprim\u00e9.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:60}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\u2013\" data-font=\"Century Gothic\" data-listid=\"10\" data-aria-posinset=\"0\" data-aria-level=\"1\"><span data-contrast=\"auto\">Grille des 100 premiers nombres.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:120}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">L\u2019utilisation de ces outils doit \u00eatre enseign\u00e9e. L\u2019<\/span><span data-contrast=\"auto\">\u00e9l\u00e8ve doit \u00eatre accompagn\u00e9 dans l<\/span><span data-contrast=\"auto\">\u2019appropriation de ces outils afin qu\u2019il soit en mesure de les utiliser efficacement au moment de ses \u00e9valuations.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:240}\">\u00a0<\/span><\/p>\n<p>Voir \u00e9galement la page 39 du document <em>Guide de r\u00e9f\u00e9rence: Flexibilit\u00e9, Adaptation, Modification<\/em>. CSSBE, 2020<\/p>\n<ol>\n<li>Guide sur l&rsquo;utilisation de la calculatrice au primaire. CSSDN, mars 2022.<\/li>\n<\/ol>\n<\/div>","protected":false},"excerpt":{"rendered":"<div class=\"page-restrict-output\"><p>R\u00e9soudre une situation-probl\u00e8me 1 L\u2019objectif des t\u00e2ches pour \u00e9valuer la comp\u00e9tence R\u00e9soudre une situation-probl\u00e8me math\u00e9matique n\u2019\u00e9tant pas de mesurer la maitrise des algorithmes, la calculatrice peut g\u00e9n\u00e9ralement \u00eatre autoris\u00e9e. En cours d\u2019ann\u00e9e, c\u2019est l\u2019enseignant qui d\u00e9cide, selon la complexit\u00e9 de la t\u00e2che et la grandeur des nombres en jeu, de permettre ou non l\u2019utilisation de &hellip; <\/p>\n<p><a class=\"more-link btn\" href=\"https:\/\/se.csbe.qc.ca\/mathprimaire\/2022\/03\/29\/utilisation-de-la-calculatrice-au-primaire\/\">Lire la suite<\/a><\/p>\n<\/div>","protected":false},"author":156,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,10,11,28],"tags":[],"class_list":["post-2394","post","type-post","status-publish","format-standard","hentry","category-competences","category-concepts","category-developper-la-pensee-mathematique","category-evaluation","item-wrap"],"_links":{"self":[{"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/posts\/2394","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/users\/156"}],"replies":[{"embeddable":true,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/comments?post=2394"}],"version-history":[{"count":1,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/posts\/2394\/revisions"}],"predecessor-version":[{"id":2395,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/posts\/2394\/revisions\/2395"}],"wp:attachment":[{"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/media?parent=2394"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/categories?post=2394"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/se.csbe.qc.ca\/mathprimaire\/wp-json\/wp\/v2\/tags?post=2394"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}