L'apprentissage des nombres naturels et rationnels

This thesis studies the transcoding of natural numbers and the learning of rational numbers. To assess the impact on them of language and learning curriculum, our study was conducted simultaneously in Belgium and Vietnam. Our results show that linguistic differences for verbal numbers have a significant impact on the transcoding of natural and decimals numbers. The part-whole relationship is important and plays a fundamental role in the construction and teaching of fraction numbers but our analysis shows the limitations of this approach. Performance variations between Belgian and Vietnamese children could be explained by the differences in educational choices. This research aims to improve our understanding of the acquisition of numbers among children and proposes a series of implications for teaching.