PRIMARY SCHOOL TEACHERS' PRACTICES USING A SAME MANUAL WRITTEN BY DIDACTICIAN

Our thesis work reviews teachers' practices when using the same manual written by didacticians. The study aims to analyse variability in specific teachers' practices when they use different types of problems from the same manual written by didacticians and also to analyse several teachers' practices when they use the same problem written by didacticians. This paper reports the comparative analysis of ways teachers carry out a problem about fractions proposed in the manual Euromaths with children aged 9 or 10 years. This comparative analysis raises questions about the reproducibility of situations written by didacticians. This study could contribute to a characterisation of didacticians' intervention latitude. It could also contribute to find ways to improve teacher training.