Le manuel scolaire : une ressource au « statut paradoxal »

Priolet, Maryvonne; Mounier, Éric

doi:10.4000/educationdidactique.3041

Cited by 3 publications

(2 citation statements)

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“…Such attitudes are often encountered among teachers because, voluntarily or not, they are part of the debate regarding the quality of textbooks and their usage in the classroom. Some researchers (Castro, 2011;Priolet & Mounier, 2018) have concluded that the teachers′ attitudes towards textbooks are ambiguous: Some consider textbooks indispensable, while others deem them superfluous. Many teachers would prefer to banish textbooks for good, and the rest are indifferent.…”

Section: Introductionmentioning

confidence: 99%

Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

Guerra

2021

GJFLT

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Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows that writing competence is relatively neglected by the authors, and infers that might reflect the way that teaching and learning activities for writing are put into practice. Further research will allow to verify if there are indeed activities for learning to write and how they were thought out and organised. Keywords: Language teaching, writing competencies, Portuguese, foreign language, textbooks, writing competencies.

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Section: Introductionmentioning

confidence: 99%

Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

Guerra

2021

GJFLT

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“…Nous avons alors développé un travail portant sur l'analyse des propositions d'enseignement de notions géométriques faites dans les manuels scolaires (papier) dans le cadre des programmes français d'enseignement à l'école primaire (Guille-Biel Winder et Petitfour, 2018). Ce travail se situe en amont de questions étudiées dans d'autres recherches sur les manuels scolaires, comme la prise en compte de la variabilité des pratiques effectives des professeurs des écoles utilisant un même manuel (Arditi, 2011), l'étude de la place du manuel dans l'activité enseignante (Priolet et Mounier, 2018) ou bien encore l'usage que les élèves font de ces manuels (Rezat, 2012). Puisqu'en France le cycle 3 est une période importante pour les apprentissages géométriques, nous avons choisi de nous intéresser au niveau CM1 (9-10 ans), première année de ce cycle, et de centrer notre étude sur l'enseignement du thème « perpendicularité et parallélisme », notions qui apparaissent à ce niveau-là dans les programmes scolaires.…”

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Contribution à l’analyse didactique de manuels scolaires numériques du premier degré : une étude de cas

Winder¹,

Petitfour²

2021

educationdidactique

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Les manuels scolaires occupent une place privilégiée dans les ressources utilisées par les enseignants de l'école primaire. Au niveau international, l'offre de l'édition scolaire, abondante, évolue sans cesse notamment avec l'exploitation des possibilités offertes par le développement du numérique. Cet article vise à contribuer à l'analyse didactique des manuels numériques par la présentation d'outils d'analyse dans le cas particulier de l'enseignement de la géométrie en France dans le premier degré, et plus particulièrement celui des notions de perpendicularité et de parallélisme au niveau CM1 (9-10 ans). Nos propositions théoriques sont illustrées par l'analyse du manuel La Méthode Heuristique de Mathématiques. Contribution to didactic analysis of first grade e-textbooks: a case studyTextbooks occupy a privileged place among resources used by primary school teachers. At international level, the editorial offer concerning textbooks is abundant and constantly evolving, especially with the exploitation of the possibilities offered by the development in information technology. In this article we contribute to the didactic analysis of first grade e-textbooks. We present analytical tools adapted to the particular case of the teaching of geometry and more specifically of the theme "perpendicularity and parallelism" in fourth grade (9-10 years old pupils) in France. We illustrate the proposed framework by analyzing the digital textbook Heuristic Method of Mathematics.Mots-clés : perpendicularité, parallélisme, manuel numérique, analyse de manuels, action instrumentée.

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Gender Stereotypes in French Pre‐Schools: Between Construction and Deconstruction

Stoppa,

Molina,

Hache

2024

Euro J of Education

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Stereotypes are social representations that help us understand the world around us, and yet endanger our conception of the world. Indeed, using stereotypes can lead to generalisations; in other words, it can lead to neglecting the personal characteristics of individuals. This article studies gender stereotypes and their part in the French early school system; kindergarten. In France, school is mandatory from an early age and promotes equality. Yet, gender equality is hard to reach as long as gender stereotypes persist. The overall question this paper addresses is that of gender stereotypes in French schools’ hidden curriculum: does it help construct them, deconstruct them, or is it neutral? This study, in which school books and online video recordings were observed and analysed with the concepts of stereotypes, counter‐stereotypes and non‐stereotypes, shows how gender stereotypes still exist in French kindergarten schools, although counter‐stereotypes and non‐stereotypes are found as well.

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Le manuel scolaire : une ressource au « statut paradoxal »

Abstract: The textbook: a resource with a « paradoxical status ». Elementary school teachers' relationship to the mathematical textbook Mots-clés : manuels scolaires, mathématiques, école élémentaire en France, pratiques enseignantes, offre éditoriale.

Cited by 3 publications

References 12 publications

Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing

Contribution à l’analyse didactique de manuels scolaires numériques du premier degré : une étude de cas

Gender Stereotypes in French Pre‐Schools: Between Construction and Deconstruction

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