Abstract
Growing : yes, but how ? Even before pupils are exposed to the concept of growth at school, they have personal explanations for growth that are based upon deep-seated modes of reasoning which allow them to understand the everday world. However, these explanations hinder the construction of a scientifically acceptable concept of growth. A tool for analysing students’ naive conceptions of growth is presented. It is made up of a set of statements that yield insights into the obstacles that the learner may meet both at the level of the immediate domain of the concept being studied and at the level of the required frame of reference. The analysis of a sequence with this tool using the notion of obstacle-as-objective is reported. The results show that, based on the intellectual progress that needs to be achieved, the tool can guide the organisation of learning activities and assist in the monitoring of the evolution of pupils’ conceptions of growth.
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