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course, propose complex mathematical situations to students (especially if they are in trouble ) must be done with a maximum precautions to prevent these students find themselves in situations of failure. Marie-Jeanne Perrin-Glorian advocates to pay attention to:

- Solving complex problems can not be conceived that, based on ancient knowledge and techniques strong enough, even for the question.

- Develop problems that may play a role as a reference while allowing management the complexity of situations available to students following the different stages of learning. We denounced the vicious cycle that leads to simplify the problems offered to weaker students to empty them of their meaning. However, it is not reasonable to offer them the problems they can not start.

- can propose a complex situation in which students are allowed to search without providing the solution, then propose a simpler problem that helps to solve the above problem. (1)

should therefore carefully choose a complex situation involving student skills that can serve as a reference, in which students can enter and which can illuminate with a problem simpler.


Following J. BRUNER, the teacher should support the student by:

- the presence of an initial phase in the process designed to obtain the support of the learner to the task (recruitment, hiring and membership interest),

- reduction by the guardian of degrees of freedom (reduction of the magnitude of the task )

- the maintenance by the guardian of the referral to a defined objective,

- efforts by the guardian to call the attention of the learner on the defining characteristics of the task (for a good achievement of the task, but also that the task involved much learning as it does not make business for themselves but for learning),

- a check of frustration (which is necessary because it is one of the engines of discovery but can become an obstacle),

- presentation of model solutions (not solutions) by the tutor (based on previous tests of the learner to outline these models). (2) __________________________________________________________


(1) Perrin-Glorian MJ (1993): Issues arising from teaching mathematics education in "low class" Research in Mathematics Education, No. 13/1.2.

(2) J. S. Bruner, The Child Development, skills, how to say, "The conscience, speech, and the proximal zone: Reflections on the theory of Vygotsky", PUF, 1983