Circulation du savoir en classe de mathématiques : quelles variabilités dans les pratiques des enseignants ? Étude de cas
From a case study comparing the same teacher acting in two different mathematics classes of the same age but different levels, we try to analyze the variability of the ways by which the teacher supports the pupils’ work, particularly through his or her speech. We suggest that the differences that ca...
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| Publicat a: | URI:https://journals.openedition.org/adsc, |
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| Autor principal: | |
| Format: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicat: |
Annales de Didactique et de Sciences Cognitives
2026
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| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | From a case study comparing the same teacher acting in two different mathematics classes of the same age but different levels, we try to analyze the variability of the ways by which the teacher supports the pupils’ work, particularly through his or her speech. We suggest that the differences that can be observed actually represent a differentiation of the tasks offer provided by the teacher to the two classes. We then challenge these first results with a few other cases. |
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