Impact de l’usage d’un manuel sur l’enseignement de la relation de parallélisme à l’école primaire
In previous research, we developed a framework for a didactic analysis of mathematics textbooks in the field of geometry at primary school. As a continuation of this work, the present study investigates the possibility of establishing a link between an analysis of a textbook’s “intrinsic quality” an...
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
2025
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| Gaiak: | |
| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | In previous research, we developed a framework for a didactic analysis of mathematics textbooks in the field of geometry at primary school. As a continuation of this work, the present study investigates the possibility of establishing a link between an analysis of a textbook’s “intrinsic quality” and the effects observed on its use by a teacher when conducting learning activities focused on the concept of parallelism in Year 4 (students aged 9–10). We reveal the numerous adaptations of the textbook's suggestions made by the teacher of the class studied. Our analyses also show that the expertise of a teacher using a textbook of "low didactic quality" may not be sufficient to detect and compensate for the failings of this textbook. |
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