Inégalités sociales et apprentissages en mathématiques : les énoncés des exercices seraient-ils eux-mêmes différenciateurs ?

Abstract : This study contributes to research carried out in order to understand how teaching choices, linked to certain pupil's behavior, may favour or penalise these pupils in different ways depending on their initial social milieu. It is based on a comparative analysis of mathematical exercises from different periods, according to the context of their formulation (for children, for professionals, in social or scientific contexts) and the level of knowledge involved. We examine, for example, the degree to which formulations in professional contexts, which are the most evocative for pupils from working-class groups, allow as much to be learnt as formulations in scientific contexts. The aim is thus to know if the child is conceived as a pupil in different ways, before even venturing into the mathematics classroom.
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https://halshs.archives-ouvertes.fr/halshs-01059375
Contributor : Eric Roditi <>
Submitted on : Saturday, August 30, 2014 - 10:47:50 AM
Last modification on : Friday, May 10, 2019 - 1:39:44 AM

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  • HAL Id : halshs-01059375, version 1

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Jessica Ayala, Eric Roditi. Inégalités sociales et apprentissages en mathématiques : les énoncés des exercices seraient-ils eux-mêmes différenciateurs ?. Recherches en Didactiques, 2014, 17, pp.45-64. ⟨halshs-01059375⟩

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