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                <term xml:lang="en">Didactics of mathematics</term>
                <term xml:lang="en">Martinique</term>
                <term xml:lang="en">School difficulties</term>
                <term xml:lang="en">Martinica</term>
                <term xml:lang="fr">Martinique</term>
                <term xml:lang="fr">Anciennes colonies</term>
                <term xml:lang="fr">Empire colonial français</term>
                <term xml:lang="fr">Outre-mer français</term>
                <term xml:lang="fr">Outre-mer</term>
                <term xml:lang="fr">Sénégal</term>
                <term xml:lang="fr">Résultats scolaires</term>
                <term xml:lang="fr">Performance scolaire</term>
                <term xml:lang="fr">Difficultés scolaires</term>
                <term xml:lang="fr">Didactique des mathématiques</term>
                <term xml:lang="fr">Calcul mental</term>
                <term xml:lang="it">Calcolo mentale</term>
                <term xml:lang="it">Risultati scolastici</term>
                <term xml:lang="it">Difficoltà scolastiche</term>
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              <p>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.</p>
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          <orgName>Université Laval [Québec]</orgName>
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