Abstracts
Résumé
En prenant appui sur les propositions théoriques de la cognition située et de l’apprentissage situé, l’article examine les stratégies de régulation interactive de deux enseignants dans le cadre de travaux de groupes en mathématiques à l’école primaire. Des analyses détaillées des interactions entre l’enseignant et les élèves sont exposées. Les résultats mettent en évidence les différentes stratégies de régulation mises en oeuvre par chaque enseignant considérant leur relation constitutive avec les normes et les pratiques vues comme reconnues et partagées dans chaque microculture de classe. L’engagement des élèves dans les processus d’évaluation formative est discuté.
Mots-clés :
- Cognition située,
- régulation interactive,
- microculture de classe,
- apprentissage mathématique
Abstract
On the basis of the conceptual framework of situated learning, the article investigates the strategies of interactive regulation of two teachers during problem-solving activities in small-group works (primary school). An in-depth analysis of the interactions between the teacher and the students is presented. The results stress the different strategies of interactive regulation that are deeply tied to the norms and mathematical practices of each classroom microculture. The involvement of the students in the formative assessment practices is discussed.
Keywords:
- Situated cognition,
- situated learning,
- interactive regulation,
- classroom microculture,
- mathematics education
Resumo
Apoiando-nos nos contributos teóricos da cognição situada e da aprendizagem situada, o artigo examina as estratégias de regulação interactiva de dois professores, no âmbito dos trabalhos de grupo em matemática, na escola elementar. São expostas as análises detalhadas das interacções entre o professor e os alunos. Os resultdos evidenciam as diferentes estratégias de regulação implementadas por cada professor, considerando a sua relação constitutiva com as normas e as práticas reconhecidas e partilhadas em cada micro cultura de aula. É discutido o envolvimento dos alunos no processo de avaliação formativa.
Palavras chaves:
- Cognição situada,
- regulação interactiva,
- micro-cultura de aula,
- aprendizagem matemática
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