PRAIDEPRO

BACKGROUND

Verbal arithmetic problem solving is a central skill in mathematics, but it is particularly difficult for young children. According to Mayer (1985), this activity involves two main phases: the problem representation phase, which requires understanding and modeling the described situation, and the solution phase, which involves mathematical reasoning and calculations. Both steps draw simultaneously on language, numerical, and general cognitive skills (Kyttälä et al., 2013; Vessonen et al., 2023).

Several studies have evaluated the impact of explicit teaching by educators (Croset et al., 2024; Fuchs et al., 2021), assistance with understanding the problem statement (Cummins et al., 1988), or visual or concrete supports (Lê et al., 2024; van Lieshout & Xenidou, 2020). These external aids could specifically help compensate for working memory limitations (Kyttälä et al., 2013).

The research project proposed this year aims to better understand the predictors and levers of learning this skill in the final year of kindergarten (grande section de maternelle), in order to guide targeted pedagogical practices.

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STUDENT CONTRIBUTION

The student will participate in a project structured around two experimental components:

1. Identification of predictive skills :
   • Individual administration of a battery of tests to kindergarten children (n = 100) covering verbal comprehension, short-term memory, working memory, and numerical knowledge (calculation, numbers). Data analysis to identify the skills most closely linked to problem-solving performance.
2. Comparison of problem-solving conditions :
   • Implementation of three experimental conditions
   • Comparative analysis of the effectiveness of these aids on children's performance.

The results will contribute to the development of educational materials for kindergarten teachers.