Les pratiques langagières au coeur de l’institutionnalisation de savoirs mathématiques

Bibliographic Data

ID6124751
AuthorsLalina Coulange (corresponding author)
Year2014
Volume54
Issue1
Pages9-27
Publication date2014-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSpirale - Revue de recherches en éducation (JOURNAL)
Journal identifiersISSN: 0994-3722 • E-ISSN: 2118-724X
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/spira.2014.1034
OpenAlexW2765938948
LanguageFR
Citations received4

Previous research on the development of educational inequalities in mathematics lead me to focus on the institutionalization and the role of language in this process, as they determine the students’visibility of mathematical knowledge. The concept of secondarization seems to contribute in studying the role of language practices in the institutionalization of mathematical knowledge. To illustrate this crucial point of my research, I present a case study which is an ordinary teaching situation of geometry, observed in a CM2 classroom (10-11 years). The results of this study reveal various phenomena. I consider some of them as dysfunctions of the secondarization of language practices and of the institutionalization of geometrical knowledge. I assume that inequalities in students’learning of mathematics are partly due to such dysfunctioning. I therefore point out new issues of research which may help analyze these educational-linguistic phenomena related to teaching and learning of mathematics in school

Geometry · Humanities · Institutionalisation · Mathematics education · Pedagogy · Physics · Point (geometry · Sociology · Visibility · Education, sociology, and vocational training · French Language Learning Methods · Linguistics and Discourse Analysis · Mathematics · Philosophy · Psychology

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