{"id":2260,"date":"2026-08-24T12:14:19","date_gmt":"2026-08-24T08:14:19","guid":{"rendered":"https:\/\/iremi.univ-reunion.fr\/?page_id=2260"},"modified":"2026-08-24T12:14:19","modified_gmt":"2026-08-24T08:14:19","slug":"les-ateliers-2026-2027","status":"publish","type":"page","link":"https:\/\/iremi.univ-reunion.fr\/?page_id=2260","title":{"rendered":"Les ateliers 2026-2027"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Les ateliers sont organis\u00e9s par p\u00f4les:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>PALM\u00a0: P\u00f4le Art\u00e9facts, ludologie et Manipulation (au service de l\u2019enseignement)<\/li>\n\n\n\n<li>POSE\u00a0: P\u00f4le Outils au Service des Enseignants<\/li>\n\n\n\n<li>PLIC: P\u00f4le Liaisons et Culture Commune autour d\u2019une notion, d\u2019un outils ou ou d\u2019une pratique<\/li>\n\n\n\n<li>PEPI\u00a0: P\u00f4le Interdisciplinarit\u00e9 &amp; \u00c9change de Pratiques<\/li>\n\n\n\n<li>PROF\u00a0: P\u00f4le Rallye, Olympiades et Flashmath<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>PALM&nbsp;: P\u00f4le Artefacts, Ludologie &amp; Manipulation au service de l\u2019enseignement des math\u00e9matiques<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>PLAM1. <\/strong>R\u00e9glettes de couleur\u00a0: Un outils de la maternelle au lyc\u00e9e.\n<ul class=\"wp-block-list\">\n<li><strong>PALM<\/strong><strong>1<\/strong><strong>a<\/strong><strong>. <\/strong>Utilisation des r\u00e9glettes de couleurs pour construire la ligne gradu\u00e9e au CP et travailler le passage de la fraction-mesure \u00e0 la ligne gradu\u00e9e en CE2, L. PIRON (CPC), P. SCHILLI, H. GUARDENTI<\/li>\n\n\n\n<li><strong>PALM<\/strong><strong>1<\/strong><strong>b<\/strong><strong>.<\/strong> Utilisation des r\u00e9glettes Cuisenaire au lyc\u00e9e. J. BOMINTHE, P. SCHILLI<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>P<\/strong><strong>A<\/strong><strong>LM<\/strong><strong>2.<\/strong>Du jeu aux apprentissages : quelles conditions pour faire du jeu math\u00e9matique un v\u00e9ritable levier de construction des savoirs \u00e0 l&rsquo;\u00e9cole? H. GUARDENTI, L.. PIRON (CPC), C. FENOUILLET, V. CHANE SAM, H. PAYET, M. Le GONIDEC<\/li>\n\n\n\n<li><strong>PALM3<\/strong>. Utilisation des abaques au CP, P. SCHILLI, J. BOMINTHE, E. FONTAINE, M. LE GONIDEC<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>POSE: <\/strong><strong>P\u00f4le O<\/strong><strong>utils au <\/strong><strong>S<\/strong><strong>ervice des <\/strong><strong>E<\/strong><strong>nseignants<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>POSE1. <\/strong>Outils pour l\u2019enseignant au service de la continuit\u00e9 des apprentissages de l\u2019\u00e9l\u00e8ve\n<ul class=\"wp-block-list\">\n<li><strong>POSE<\/strong><strong>1<\/strong><strong>a<\/strong><strong>.<\/strong> Cr\u00e9ation d\u2019affiches m\u00e9thodologiques pour les salles de classes au cycle 3 et au cycle 4, K. BOUASLA, P. DORR<\/li>\n\n\n\n<li><strong>POSE1b<\/strong><strong>.<\/strong> Cr\u00e9ation d\u2019un livret pour travailler la r\u00e9solution de probl\u00e8mes au cycle 4 (en lien avec les nouveaux programmes) K. BOUASLA, P. DORR<\/li>\n\n\n\n<li><strong>POSE<\/strong><strong>1c<\/strong>. Cr\u00e9ation d\u2019un cahier des savoirs de la PS au CM2, L. PEREZ (RMC)<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>P0SE2.<\/strong> L\u2019IA pour l\u2019enseignement et l\u2019apprentissage\n<ul class=\"wp-block-list\">\n<li><strong>POSE<\/strong><strong>2<\/strong><strong>a<\/strong><strong>.<\/strong> D\u00e9veloppement d\u2019outils num\u00e9riques avec l\u2019IA pour faciliter l\u2019apprentissage et le suivi des acquis des \u00e9l\u00e8ves K. BOUASLA, P. DORR<\/li>\n\n\n\n<li><strong>POSE<\/strong><strong>2<\/strong><strong>b<\/strong><strong>. <\/strong>L\u2019IA au service de l\u2019enseignement\u00a0: de la conception de s\u00e9ance au d\u00e9veloppement de l\u2019esprit critique des \u00e9l\u00e8ves. S. HOARAU, C. DECLERCQ, V. DAMBREVILLE, P. TESTUD, G. BESSAC<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>POSE3<\/strong><strong>.<\/strong> La mallette de num\u00e9ratie, la bo\u00eete \u00e0 outils math\u00e9matiques, C. LAGARDE, G. BOURGAULT, E. POTHIN<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>PLIC&nbsp;:<\/strong> <strong>P\u00f4le <\/strong><strong>Liaisons et <\/strong><strong>C<\/strong><strong>ulture <\/strong><strong>C<\/strong><strong>ommune<\/strong><strong> <\/strong><strong>(<\/strong><strong>autour d\u2019une notion, d\u2019un outils ou ou d\u2019une pratique<\/strong><strong>)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>PLIC1. <\/strong>Outils et d\u00e9veloppement de la pens\u00e9e alg\u00e9brique.\n<ul class=\"wp-block-list\">\n<li><strong>PLIC1a<\/strong><strong>.<\/strong> Continuit\u00e9 du d\u00e9veloppement de la pens\u00e9e alg\u00e9brique, du primaire au lyc\u00e9e C. LAGARDE, O. LEBRETON, G. BOURGAULT<\/li>\n\n\n\n<li><strong>PLIC1b<\/strong><strong>.<\/strong> Comment enseigner la mod\u00e9lisation et les sch\u00e9mas en barre ? D. PERMALANAICK , L. BOYER, F. ANELARD &#8211; Ecole Estella Clain<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>PLIC2. <\/strong>Le calcul mental\u00a0: un enjeu strat\u00e9gique et une question de strat\u00e9gie\u00a0?\n<ul class=\"wp-block-list\">\n<li><strong>PLIC2a<\/strong>. Construire les premi\u00e8res strat\u00e9gies de calcul mental dans la continuit\u00e9 GS-CP, C. MANGARON, B. AH-THING<\/li>\n\n\n\n<li><strong>PLIC2b<\/strong><strong>. <\/strong>Calcul r\u00e9fl\u00e9chi, calcul malin\u00a0! A. NAZAIRE, L. GABALDON, B. BORNAREL<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>PLIC3<\/strong><strong>. <\/strong>Probabilit\u00e9s\u00a0: du cycle 3 \u00e0 l\u2019universit\u00e9, V. DAMBREVILLE, L. PIRON (CPC), M. LE GONIDEC,<\/li>\n\n\n\n<li><strong>PLIC4<\/strong><strong>.<\/strong> Enseignement et apprentissage de l\u2019informatique en SNT et NSI, C. DECLERCQ, S. HOARAU, A. \u00c9TH\u00c8VE, S. BESSY<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>PEP<\/strong><strong>I<\/strong><strong>&nbsp;: P\u00f4le \u00c9change de Pratiques <\/strong><strong>et Interdisciplinarit\u00e9<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>PEPI<\/strong><strong>1<\/strong><strong>.<\/strong> Math\u00e9matiques, num\u00e9rique et \u00e9nergie : \u00e9tude interdisciplinaire d&rsquo;un g\u00e9n\u00e9rateur thermo\u00e9lectrique inspir\u00e9 de la mission Voyager, K. MORISSET, C. ABBEZZOT<\/li>\n\n\n\n<li><strong>PEPI<\/strong><strong>2<\/strong><strong>. <\/strong>Logique\u00a0: un pont entre fran\u00e7ais et math\u00e9matiques dans 2 contextes\u00a0: R\u00e9union et Madagascar. M. LE GONIDEC, V. DELAVOIS, V. DAMBREVILLE, L.A. RAZAFINDRABEHITA (Mada.), H.F. RAKOTOMALALA (Mada.), J.C. RAVELOMANANA (Mada.)<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>P\u00f4le <\/strong><strong>Rallye, Olympiades <\/strong><strong>et <\/strong><strong>Flashmath <\/strong><strong>(PRO<\/strong><strong>F<\/strong><strong>)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>(OI)<\/strong><sup><strong>2<\/strong><\/sup><strong>. <\/strong>Olympiade d\u2019Informatique de l\u2019Oc\u00e9an Indien OI<sup>2 <\/sup>, C. DECLERCQ,, S. HOARAU, A. ETH\u00c8VE, F. NATIVEL, V. PICARD,<\/li>\n\n\n\n<li><strong>RALLYE<\/strong><strong>. <\/strong>Rallye MATH 974<strong>, <\/strong>B. ACCOT , H. RALAINARIVOARIMINO, P.-B. BOYER, C. HEMBERT<\/li>\n\n\n\n<li><strong>FLASHMATH<\/strong>. Concours Flash Maths 974 : D\u00e9velopper et \u00e9valuer les automatismes au cycle 4, C. LAGARDE, K. BOUASLA, P. DORR, B. BARIL<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Les ateliers sont organis\u00e9s par p\u00f4les: PALM&nbsp;: P\u00f4le Artefacts, Ludologie &amp; Manipulation au service de l\u2019enseignement des math\u00e9matiques POSE: P\u00f4le Outils au Service des Enseignants PLIC&nbsp;: P\u00f4le Liaisons et Culture Commune (autour d\u2019une notion, d\u2019un outils ou ou d\u2019une pratique) PEPI&nbsp;: P\u00f4le \u00c9change de Pratiques et Interdisciplinarit\u00e9 P\u00f4le Rallye, Olympiades et Flashmath (PROF)<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"coauthors":[41],"class_list":["post-2260","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/pages\/2260","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2260"}],"version-history":[{"count":1,"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/pages\/2260\/revisions"}],"predecessor-version":[{"id":2261,"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=\/wp\/v2\/pages\/2260\/revisions\/2261"}],"wp:attachment":[{"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2260"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/iremi.univ-reunion.fr\/index.php?rest_route=%2Fwp%2Fv2%2Fcoauthors&post=2260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}