From description to definition: an educational path on quadrilaterals

Abstract

This article describes a teaching experience on the topic of quadrilaterals conducted in a fourth-grade primary school class. The aim of the educational path was to encourage a gradual transition from the description to the definition of quadrilaterals through an interdisciplinary approach that significantly integrates reflection on language. After an overview of the theoretical framework of reference, the different phases of the path are illustrated and the pupils’ productions analyzed. The teaching materials used are attached.