Mental Arithmetic and Mathematical Skills in Primary School. A Comparative Perspective Between Two Post-Colonial Education Systems: Martinique and Senegal
Résumé
Several research studies have suggested that negative social representations associated with mathematics have an impact on school performance. These representations are the product of a culture, develop within a learning ecosystem and are dependent on the socioeconomic context. In some post-colonial territories, for example, they have been shaped by prejudices and stereotypes inherited from the colonial past. This article presents the results of a study conducted among primary school pupils in two postcolonial contexts, Senegal (N=2973) and Martinique (N=2710) using a psychometric tool, the Test de Repérage des Difficultés en Mathématiques.
Diverse ricerche hanno suggerito che le rappresentazioni sociali negative associate alla matematica hanno un impatto sul rendimento scolastico. Queste rappresentazioni sono il prodotto di una cultura, si sviluppano all'interno di un ecosistema di apprendimento e dipendono dal contesto socio-economico. In alcuni territori postcoloniali, ad esempio, sono state modellate da pregiudizi e stereotipi ereditati dal passato coloniale. Questo articolo presenta i risultati di uno studio condotto nelle scuole elementari di due contesti postcoloniali, il Senegal (N=2973) e la Martinica (N=2710), utilizzando uno strumento psicometrico, il Test de Repérage des Difficultés en Mathématiques.
Mots clés
School performance
Didactics of mathematics
Martinique
Mental calculation
School difficulties
Martinica
Domaines
Education Mathématiques [math] Science politique Sociologie Mathématiques générales [math.GM] Histoire et perspectives sur les mathématiques [math.HO] Sciences de l'Homme et Société Anthropologie sociale et ethnologie Education Sciences de l'information et de la communication Linguistique Psychologie| Origine | Fichiers produits par l'(les) auteur(s) |
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| Licence |
