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                <term xml:lang="en">evaluative activity</term>
                <term xml:lang="en">Evaluative gestures</term>
                <term xml:lang="fr">mathématiques.</term>
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              <p>The purpose of this article is to document the evaluative activity of French school teachers based on an analysis of their evaluative gestures. These are first described with reference to the theoretical framework of professional gestures (Jorro, 2018), and then defined as a combination of two gestures : one of gathering information on students' knowledge and another of feedback, these two gestures being consubstantial to the interpretation that the teacher makes of the information gathered. Based on the case study of a first-grade teacher during a problem-solving session in mathematics, we question the extent to which the nature of the object of assessment influences the repertoire of gestures deployed by the teacher and we seek to identify among the feedback gestures those that favor self-regulation of the pupils' activity. The methodology is based on a precise description of the teaching/learning context, then on the evaluative gestures deployed by the teacher. The results thus show a fading of knowledge, and a strong desire to reassure the pupil, without encouraging self-regulation  of  learning.  The  conclusion  leads  to  theoretical,  methodological,  and  links  between research and training</p>
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              <p>L’objet de l’article est de documenter l’activité évaluative de professeurs des écoles en France à partir d’une analyse de leurs gestes évaluatifs. Ces derniers sont d’abord décrits en référence au cadre  théorique des gestes professionnels (Jorro, 2018), puis définis comme une combinaison de deux gestes : un de recueil d’informations sur les connaissances des élèves et un autre de rétroaction, ces deux gestes étant consubstantiels à l’interprétation que l’enseignant fait des informations recueillies. A partir de l’étude de cas d’une enseignante de CP lors d’une séance de résolution de problèmes en mathématiques, nous interrogeons dans quelles mesures la nature de l’objet d’évaluation influe sur le répertoire des gestes déployés par l’enseignante et nous cherchons à repérer parmi les gestes de rétroaction ceux qui favorisent une autorégulation de l’activité des élèves. La méthodologie repose sur le fait de décrire d’abord précisément le contexte d’enseignement/apprentissage, puis les gestes évaluatifs déployés par l’enseignante. Les résultats témoignent ainsi d’un évanouissement des savoirs, d’une forte volonté de réassurer l’élève, sans favoriser une autorégulation des apprentissages. La conclusion ouvre sur des perspectives théoriques, méthodologiques et des liens entre recherche et formation.</p>
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