Learning Mathematics with E-Exercises: A Case Study about Proportional Reasoning.

The aim of this paper is to contribute to the understanding of the possible influence of the use in class of Internet resources which propose mathematical exercises to the students' activity and learning processes. I present an exploratory study grounded on a teaching design set up in two French grade six classes about proportional reasoning involving an e-exercise resource. We retained for this teaching design a particular scenario in use with a free access for the student to a wide range of exercises, and many written productions associated with the work on the computer. We observe that the students' activity during the experiment is much richer than drill. Students develop different working patterns on the computer. These patterns can be interpreted as consequences of the different roles implicitly attributed by the student to the resource within the didactical contract. We also observe the construction of new mathematical abilities. At the end of the teaching, the students are able to use several kinds of strategies to solve proportionality problems. But the didactical contract's modified by the Internet resource also generates specific difficulties, in particular insufficient written productions.