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 self-confidence, 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 4 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 sub-sets   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