2023
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info:eu-repo/semantics/altIdentifier/doi/10.32043/gsd.v7i2.877
http://creativecommons.org/licenses/by-nd/ , info:eu-repo/semantics/OpenAccess
Manuel Philippe Emile Garcon et al., « Mental Arithmetic and Mathematical Skills in Primary School. A Comparative Perspective Between Two Post-Colonial Education Systems: Martinique and Senegal », HAL-SHS : sciences de l'éducation, ID : 10.32043/gsd.v7i2.877
Several research studies have suggested that negative social representations associated with mathematics have an impact on school performance. These representations are the product of a culture, develop within a learning ecosystem and are dependent on the socioeconomic context. In some post-colonial territories, for example, they have been shaped by prejudices and stereotypes inherited from the colonial past. This article presents the results of a study conducted among primary school pupils in two postcolonial contexts, Senegal (N=2973) and Martinique (N=2710) using a psychometric tool, the Test de Repérage des Difficultés en Mathématiques.