French trainers’ beliefs on problems and computing

Abstract

We present an exploratory research based on an online questionnaire to better understand the French trainers’ beliefs on problems and computing from grades 1 to 3 of primary school. We explain the French context of the new 2016 curriculum and of the 2018 report on mathematics teaching that motivates the content and the interest of the questionnaire. The results show trainers’ heterogeneity although some beliefs are dominant. A cluster analysis proposes three trainer’s types that could help to organize the training on teaching of problems and computing. This research could go on with paragons’ semi-directed interviews.