Relationships and interdependencies of the teacher's piloting postures and the pupils' study postures when solving proportionality problems, analysed with Implicative Statistical Analysis in HCIC-M_GK

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

¹Mathematics and Computer Science Laboratory, ENSET, University of Antsiranana, Madagascar

Cite this paper:
Lwanga Albert Razafindrabehita, Juvenile Christalin Ravelomanana, Vatosoa Tsirinala Fabiola Ravelojaona, Hery Frédéric Rakotomalala and André Totohasina. Relationships and interdependencies of the teacher's piloting postures and the pupils' study postures when solving proportionality problems, analysed with Implicative Statistical Analysis in HCIC-M_GK. American Journal of Educational Research. 2024; 12(6):195-200. doi: 10.12691/education-12-6-2

Abstract

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.

Keywords:
HCIC-M_GK piloting posture proportionality study posture teaching practice

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Auzéau, F., "Le corps : un allié de l’enseignant souvent oublié, " Synergies France (10), 2016.
[2]	Denizci, C., "Usage des gestes emblématiques en didactique du français langue étrangère," Synergies Turquie (10), 69-83, 2017.
[3]	Ferré, G., "Relations temporelles entre parole et gestualité co-verbale en français spontané, " In Journées d'Etude sur la Parole, pp. 13-16, 2010.
[4]	Guechi, L. A., "L’accompagnement du geste à la parole dans l’enseignement/apprentissage du français langue étrangère : une étude descriptive de la gestuelle des enseignants, " Synergies Algérie (23), 263-272, 2016.
[5]	Pine, K. J., T. Knott and B. C. Fletcher, "Quand faire des gestes permet de mieux apprendre, " Enfance, 355-368, 2010.
[6]	Tellier, M. (2013), "Je gestualise, donc j'enseigne : La place du geste pédagogique dans la classe de langue," Québec français (170), 62-63.
[7]	Bucheton, D., and Y. Soulé, "Les gestes professionnels et le jeu des postures de l’enseignant dans la classe : un multi-agenda de préoccupations enchâssées," Éducation et didactique 3, 29-48, 1993.
[8]	Gras, R., Contribution à l'étude expérimentale et à l'analyse de certaines acquisitions cognitives et de certains objectifs didactiques en mathématiques, 1979, [thèse de doctorat, Université de Rennes I, France].
[9]	Ratsimba-Rajohn, H., Contribution a l'étude de la hiérarchie implicative : application a l'analyse de la gestion didactique des phénomènes d'ostension et de contradictions, 1992, [thèse de doctorat, Université de Rennes I, France].
[10]	Rakotomalala, H. F., Classification Hiérarchique Implicative et Cohésitive selon la mesure MGK -Application en didactique de l'informatique, 2019, [thèse de doctorat, Université d'Antananarivo, Madagascar].
[11]	Rakotomalala, H. F. and A. Totohasina, "An efficient new cohesion indice based on the quality measure of association rules MGK", In 2018 Second World Conference on Smart Trends in Systems, Security and Sustainability (WorldS4), pp. 28--35. IEEE.
[12]	Agrawal, R., T. Imieliński, and A. Swami, "Mining association rules between sets of items in large databases," In Proceedings of the 1993 ACM SIGMOD international conference on Management of data, pp. 207-216, 1993.
[13]	Rakotomalala, H. F., B. B. Ralahady, and A. Totohasina, "A novel cohesitive implicative classification based on and application on diagnostic on informatics literacy of students of higher education in Madagascar", In Third International Congress on Information and Communication Technology : ICICT 2018, London, pp. 161-174. Springer.
[14]	Rakotomalala, H. F., A. Totohasina, and J. Diatta, "Extraction des règles d'associations MGK valides avec contribution de support, " Actes des 24ème rencontres de la Société Francophone de Classification SFC, 2017, 29-32.
[15]	Gras, R., Kuntz, P., and Briand, H., "Les fondements de l'analyse statistique implicative et quelques prolongements pour la fouille de données," Mathématiques et sciences humaines, Mathematics and social sciences, (154), 2001.