Problem-solving in primary schools: A challenge for pedagogical differentiation and didactics
This article shows the results of the analyses of explanation interviews with four expert primary school teachers in Montréal who have been asked how they planned the teaching of problem-solving situations. With Verschaffel et al. model (2000) and the devices of differentiated instruction of Tomlinson (1999), we describe planned adaptations, according to the needs of students. Results indicate that teachers consider the needs of students and the obstacles to problem-solving and that they adapt. But the abundant explanations when the students discover the situation seems to be harmful to students’ autonomy.