L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ?
In this article, we propose to show how a priori analysis, a methodological tool shared in mathematics didactics research, can contribute to "thinking" adjustment in the study of teaching practices and their impact on learning. After a brief review of the two notions of a priori analysis a...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2022-12-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/21439 |
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| author | Aurélie Chesnais Lalina Coulange |
| author_facet | Aurélie Chesnais Lalina Coulange |
| author_sort | Aurélie Chesnais |
| collection | DOAJ |
| description | In this article, we propose to show how a priori analysis, a methodological tool shared in mathematics didactics research, can contribute to "thinking" adjustment in the study of teaching practices and their impact on learning. After a brief review of the two notions of a priori analysis and adjustment, we illustrate this contribution through two examples taken from our own research on the practices of two teachers teaching in priority neighbourhoods. These examples show how a priori analysis allows the researcher to apprehend adjustment gestures in the study of teaching practices and their potentially differentiating effects on mathematics learning. The final discussion comes back to the connection made between a priori analysis and adjustment from the point of view of research in mathematics didactics, while opening up perspectives on training. |
| format | Article |
| id | doaj-art-7a7ad26e1cef45ecabbebc5a1f0f1599 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2022-12-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-7a7ad26e1cef45ecabbebc5a1f0f15992025-01-30T13:37:56ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922022-12-016610.4000/edso.21439L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ?Aurélie ChesnaisLalina CoulangeIn this article, we propose to show how a priori analysis, a methodological tool shared in mathematics didactics research, can contribute to "thinking" adjustment in the study of teaching practices and their impact on learning. After a brief review of the two notions of a priori analysis and adjustment, we illustrate this contribution through two examples taken from our own research on the practices of two teachers teaching in priority neighbourhoods. These examples show how a priori analysis allows the researcher to apprehend adjustment gestures in the study of teaching practices and their potentially differentiating effects on mathematics learning. The final discussion comes back to the connection made between a priori analysis and adjustment from the point of view of research in mathematics didactics, while opening up perspectives on training.https://journals.openedition.org/edso/21439a priori analysisadjustmentmathematicslearning inequalities |
| spellingShingle | Aurélie Chesnais Lalina Coulange L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? Éducation et Socialisation a priori analysis adjustment mathematics learning inequalities |
| title | L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? |
| title_full | L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? |
| title_fullStr | L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? |
| title_full_unstemmed | L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? |
| title_short | L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ? |
| title_sort | l analyse a priori un outil pour penser les ajustements didactiques en classe de mathematiques |
| topic | a priori analysis adjustment mathematics learning inequalities |
| url | https://journals.openedition.org/edso/21439 |
| work_keys_str_mv | AT aureliechesnais lanalyseaprioriunoutilpourpenserlesajustementsdidactiquesenclassedemathematiques AT lalinacoulange lanalyseaprioriunoutilpourpenserlesajustementsdidactiquesenclassedemathematiques |