Télécharger le tome 2 - IUFM

2.2.1. Split implicative ways : the example of different geometric skills.
Studying the graph’s data showing the implicative links between the different items kept
makes it possible to dissociate two implicative ways. One of the networks links the items
which take into account points A, B, C, D to those that determine the diagram’s elements in
relation to the others and lastly to a central item, the one that shows that the pupil not only
takes into consideration point O but also gives it at least two different status : for example
from being the centre of the circle, it becomes the lines intersection or the square’s centre.
A second network links items which, on the contrary indicates that the pupils didn’t take
into account the different points (“ONM” and “ABCDNM”) to those that mark the absence of
constraints between the different elements of the diagram.
The first network gathers writing productions where the diagram’s analysis are rather analysis
in terms of punctual structures with communication of constraints try outs, which have a
weight on the drawing out of the different elements. The second network gathers texts which
are more like descriptions, in which pupils only need to mention visible lines and sometimes
their respective topological positions (inside, on). The first type output is for us an indication
that the skills to move on to “a construction program task” are met, whereas the second type
output is more the indication of an interpretation of a task in terms of “description of a regular
drawing”. So, S.I.A., by the way of differencing implicative ways allows displaying separate
geometric connected skills.
2.2.2. The networks’ nodes : crucial points.
If the dissociation of implicative nodes in a graph is interesting, the identification of nodes in
the different networks is no less interesting. What we call nodes here are the items that take
part into several links.
In the first network we notice how important the node is “O appears and goes through a
change of status”. As a matter of fact, pupils can mention the centre of the circle or the
middle of two lines without having to get into a perspective of linking both lines (or even
saying it).
Therefore it is indeed the change of status (in turn centre of the circle and intersection of
lines or centre of the circle and intersection of the diagonals) which makes up the decisive
criterion to file the pupils production and its grading.
Trusting the reader with this change and finding the discursive ways to do so might be a
crucial stage. It involves indeed to be able to find the means to bring back, to recall an
element already present in the text (therefore a handling or the implement of anaphoric
ways), it also implies to be able to get away from visual evidence of the figure, in short to be
able to go beyond an immediate visual contact to a written account of an invisible change.
Point O doesn’t move but his function changes.
So S.I.A. allows proving as evident the deciding role played by some analysis criteria and
their necessary presence in skills evaluation.
IUFM Nord-Pas de Calais
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