Gender equality and students’ group work in mathematics at tertiary level
Résumé
In this paper we study gender equality in the context of students’ group work in mathematics at tertiary level. We use a specific framework, combining the Anthropological Theory of the Didactics and the Joint Action Theory of the Didactics, to examine students’ interactions and their roles in a group in relation with the knowledge at stake. Analysing the case of three students in the context of a project-based course, we investigate epistemic symmetry (the equivalence of the roles) according to the students’ gender at the macro-level of this course, the meso-level of a session and the micro-level of a given episode. We observe differences at each of these levels in terms of tasks and of gestures performed by each student.
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