




Ý 








Ü 
The
tool’s main objectives
 For the cognitive aspect, the tool develops the capacity to
reason and to look for strategies and solutions by means of exercises
where the students work out the instructions by themselves. All the
exercise sheets are in picture form.
 For the behavioural aspect, it allows learners to improve their
autonomy, their selfconfidence, their motivation, their sense
of responsibility and initiative, and their creativity which
strengthens their capacity
to exchange views: stating ideas, developing hypotheses and arguments,
listening to other people and taking account of what they say,
perhaps changing their mind, and allowing themselves to act and
also to make
mistakes. 
Ü 
Originality
of the tool
 This tool does not rely on the written code and is therefore
available to everyone, including learners who have no literacy or numeracy
skills;
 the tool does not give any instructions for the exercises,
as they are meant to be ‘worked out’ by all those taking
part as they all pool their ideas;
 the tool is open: the teachers, instructors and users – including
the learners themselves – can create their own exercises using
the models. These exercises can then be included in the tool;
 although there are suggested “answers”, most of the exercises
(nearly 400 in all) do not have one right answer, but several
possible solutions, each with its own advantages;
 the main part of the learners’ work lies not in simply finding
the solution but in working out the problem (by giving ideas
for possible instructions) then, after time for reflection, in formulating,
in front
of the group of learners, the thought processes and strategies
which led to the solution put forward, followed by a confrontation
of the
different solutions and strategies used by each of the participants; 
Ü 
Structure
of the tool
The tool includes:
 30 categories of reasoning,
 4 levels of difficulty for each reasoning category with 3 exercises
per level of difficulty, together with their answers and a page of
notes for the teacher or teacher trainer with examples of applications,
comments and possible variations;
 a "diagnostic test" which makes it possible to select the
reasoning categories to be worked on and the level of difficulty to
begin with. This gives rise to:
 an individualised teaching programme for each participant on
which he can write his own evaluation, highlighting his own criteria
for success, at the end of each exercise
 an "exit position" to evaluate the reasoning categories
worked on during the sessions. 

2 
Theory 

The
thirty exercise categories 



Levels 

4 
Find – Find
yourself 





4 
Recognise
shapes 





4 
Reproduce – Represent 





4 
Locate – Manipulate 





4 
Locate – Find
your bearings 





4 
Understand a plan 





4 
Understand a rotation 





4 
Decode 





4 
Classify: by elimination 





4 
Classify: by criteria 





4 
Classify: by series 





4 
Classify: by sets and subsets 





4 
Create 





4 
Memorise by logic 





4 
Compare 





4 
Use a double entry table 





4 
Put stages in the right order 





4 
Reconstruct 





4 
Practise seriation 





4 
Practise double seriation 





4 
Understand transitivity and reversibility 





4 
Begin perspective and displacement 





4 
Understand the transmission of movements 





4 
Estimate 





4 
Deduction 





4 
Understand the idea of inclusion 





4 
Combine 





4 
Understand quantitative proportionality 





4 
Begin simple probabilities 





4 
Begin segmentation 








