Résumés
Résumé
Les stéréotypes concernant les capacités mathématiques selon le genre ont un impact sur différents aspects tels que les attentes des élèves ou leur capacité à réaliser des apprentissages mathématiques. Les analyses des manuels scolaires de mathématiques de divers pays dans le monde ont démontré une inégalité plus ou moins marquée des représentations entre les personnages féminins et masculins. L’objectif du présent article était d’examiner les représentations de genre dans les manuels scolaires de mathématiques utilisés au Québec avec la population franco-québécoise. Un manuel pour la première année du primaire a été analysé : les personnages illustrés ont été recensés et classifiés selon une grille d’analyse (le genre, l’activité mathématique associée, l’espace sur la page, l’apparence physique, etc.). Les résultats ont montré une réelle volonté d’égalité de représentations de genre quant aux aspects mathématiques, mais quelques différences genrées persistent (exemple : l’apparence physique).
Mots-clés :
- mathématiques,
- manuel,
- genre,
- représentation
Abstract
Stereotypes about gender-based mathematical abilities have an impact on different aspects such as students’ expectations or their ability to achieve mathematical learning. Analyses of mathematics textbooks from various countries around the world showed a more or less marked inequality of representations between female and male characters. The objective of this article was to investigate gender representations in mathematics textbooks used in Quebec with the French-speakers. A manual for the first grade of primary school was analyzed: The illustrated characters were identified and classified according to an analysis grid (gender, associated mathematics activity, space on the page, physical appearance, etc.). The results showed a real desire for gender equality in terms of mathematics aspects, but some gender differences persist (example: physical appearance).
Keywords:
- mathematics,
- textbook,
- gender,
- representation
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