Effets potentiels des énoncés des exercices sur les inégalités sociales d’apprentissage en mathématiques.

Abstract : This study contributes to research carried out in order to understand how teaching choices, linked to certain pupil's behavior, may favor or penalize 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-01327752
Contributor : Eric Roditi <>
Submitted on : Tuesday, June 7, 2016 - 9:30:55 AM
Last modification on : Thursday, May 9, 2019 - 10:12:36 AM

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Eric Roditi. Effets potentiels des énoncés des exercices sur les inégalités sociales d’apprentissage en mathématiques.. L. Theis. EMF 2015, 2015, Alger, Algérie. pp.805-817, 2015, Pluralités culturelles et universalité des mathématiques : enjeux et perspectives pour leur enseignement et leur apprentissage – Actes du colloque EMF2015., ⟨http://emf2015.usthb.dz/actes.php⟩. ⟨halshs-01327752⟩

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