L’appréhension des « erreurs » des élèves dans les pratiques enseignantes en maternelle : entre ouverture et fermeture des possibilités de révision des apprentissages
Based on observations made in six kindergarten classes in contrasting social contexts, this article develops two parts. The first looks at the different forms of interpretation to which the same task can give rise on the part of the pupils, and at how close they are to school expectations. The secon...
Gorde:
| Argitaratua izan da: | URI:https://journals.openedition.org/adsc, |
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| Egile nagusia: | |
| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Français |
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Annales de Didactique et de Sciences Cognitives
2025
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| Gaiak: | |
| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | Based on observations made in six kindergarten classes in contrasting social contexts, this article develops two parts. The first looks at the different forms of interpretation to which the same task can give rise on the part of the pupils, and at how close they are to school expectations. The second looks at the ways in which teachers take up students' responses when they don't correspond to what they expect, and what this produces (or not) in terms of learning. In so doing, the article shows how the way in which “mistakes” are apprehended by teachers, and the moments of reworking they offer pupils, are key moments in the construction of both learning and inequalities at school. |
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