Modifier ses pratiques, c’est difficile ! Effets d’une formation sous forme d’accompagnement sur les pratiques de professeurs des écoles enseignant des mathématiques dans des classes de REP

Abstract

This paper presents a few results of a research on the teaching practices of primary school teachers teaching mathematics in socially disadvantaged areas. We will show that long-standing practices resist change by studying the effects of support over a long period of time for teachers taking part in the research ; we then emphasize the discrepancy between conceptions declared in general, conceptions declared during action, and the actual observed practices.