Égalité femmes-hommes en classe préparatoire scientifique : une étude exploratoire en didactique des mathématiques
In this paper we study the issue of gender equality in mathematics at tertiary level. While most studies about this topic use a quantitative approach, we choose here a qualitative approach, in order to take into account the mathematical contents at stake, in a didactics perspective. We study gender...
Gorde:
| Argitaratua izan da: | URI:https://journals.openedition.org/adsc, |
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| Egile Nagusiak: | , , |
| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Français |
| Argitaratua: |
Annales de Didactique et de Sciences Cognitives
2024
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| Gaiak: | |
| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | In this paper we study the issue of gender equality in mathematics at tertiary level. While most studies about this topic use a quantitative approach, we choose here a qualitative approach, in order to take into account the mathematical contents at stake, in a didactics perspective. We study gender equality in the context of a specific project-based course (“supervised personal interest work”, TIPE in French), in a scientific preparatory class. Our methodology combines observations of sessions and logbooks for a gender-mixed group over a four-month period. The analysis shows asymmetries in the students' topoi and in topogenetic positions. |
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