Lwanga Albert Razafindrabehita^1,, Juvenile Christalin Ravelomanana¹, Vatosoa Tsirinala Fabiola Ravelojaona¹, Hery Frédéric Rakotomalala¹, André Totohasina¹

This The aim of this article is to examine the links and interdependencies between the teacher's piloting postures and the pupils' learning postures during the teaching of mathematics, particularly with regard to the solving of proportionality problems in 3^rd class at Bourbon secondary school on Reunion Island. This analysis will be based on the observation of teaching practices through video sequences and will be deepened through the use of ISA (Implicative Statistical Analysis) under HCIC-M_GK. We found that time management by the teacher generally leads pupils to adopt a 'first do' posture, whereas the latter often adopt a 'school first do' posture. What's more, when a student adopts a dogmatic posture, they often find themselves in a school posture too. Furthermore, teachers tend to give instructions when dealing with students' constraints. It is suggested that teachers encourage greater student involvement and foster an environment in which students take the initiative to work, thus facilitating the creation of a playful and creative environment in the classroom. It is also recommended to integrate a variety of pedagogical postures during teaching to better respond to the diverse needs of learners.

HCIC-M_GK, piloting posture, proportionality, study posture, teaching practice