Un regard multicouche sur le raisonnement mathématique en logique au primaire

This study explores the mathematical reasoning mobilized by 4th grade elementary school students when solving two mathematical logic tasks. Using a multi-layered theoretical framework, the analysis distinguishes three levels: micro (nature and conversion of data), meso (reasoning steps and epistemic value of claims) and macro (chain of reasoning steps). The results show that students deploy complex strategies involving backtracking, uncertainty management and the progressive use of clues. Marks play a crucial role in the construction and regulation of reasoning. The multi-layered model proposed here captures the complexity of reasoning and underlines the importance of supporting students in their use and their interpretation of their reasoning marks.