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However, this characteristic is not as frequent in geometrics construction exercises of the
elementary school schoolbooks. On the other hand, it is frequent in the “description of
recipes” schoolbooks;
At this level, this genre, as those of "construction programs” or “users books” take up a
rather important part in school activities, and can be found in places other than schools.
Lastly, the discursive ways using “I” with which a pupil shows the reader what he can do or
manages to do is a characteristic of school evaluation situations.
Therefore, S.I.A. interpretation of results appears to take into account univocal links. On the
opposite of traditional analysis links can be interpreted as constraining rules governing over
the actions observed.
3. Regulations relative to groups of subjects, rules established on
observable modalities and on contributory variables modalities.
An important problematic in mathematics didactics is, as we have exposed it earlier, that
of the interpretation of regulations in pupils actions seen in groups characteristics. It is a
matter of trying to know if we can give the status of “results of teaching devices used” to
certain behaviours and to certain skills. These issues are what trigger experiments as well
as comparisons of ordinary school practical experiences. It is about sorting what is specific
to a group of pupils, whichever methodology is used : in the case of experiments, we are
trying to compare the performance or competence of pilot groups and those of experimental
groups, in the case of observations, the groups constituted are all classes.
The study mentioned above registers in these issues exposed, since it questions some
teachers demand to set up specific teaching devices in their classes. The study attempts
to describe the effects of such a way of functioning, from the pupils’ performance point.
Its goal is to show the results strengthening or invalidating the hypothesis according to
which, particular effects, read in pupils’ behaviours, can be linked to specific devices used
in classes. It is the question that takes us to compare the readings done by the scientist in
charge of pupils group activities, according to them having being granted such teaching
ways or not. Remember that there are seven classes studied. They are elementary classes
respectively 9 years old and 10 years old, all located in the suburbs of Lille.
Taking up again the different characteristics studied, relative to geometrics and linguistics
skills, we are now studying links connecting the different items showing to what class they
belong.
This graph has been completed keeping only the paths leading or getting to one of the
explored “classes”: the different CM1 (9 years old) or CM2 (10 years old) classes. We are
thus trying to bring forth characteristics in groups of pupils.
3.1. "Isolated” groups
Methodologically, we can first stop on the isolated groups. In the case of example we are
elaborating upon, one of the CM2 class (“CM2WA”) is isolated. As it would be the case in
“classical” analysis, the absence of implicative links marking this group of pupils is interpreted
as a sign of diversity in this group of pupils’ written productions (according to the chosen
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