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groups (coming from more or <strong>le</strong>ss privi<strong>le</strong>ged families). This remark makes it very c<strong>le</strong>ar that<br />
evaluating the effects of teaching methods cannot take the shape of simp<strong>le</strong> cause to affect<br />
relationships.<br />
This being said, it is in any case obvious that using S.I.A., even if it doesn’t help to find cause<br />
to effect relationships, makes it possib<strong>le</strong> to accumulate, litt<strong>le</strong> by litt<strong>le</strong>, shared behaviours,<br />
common capacities, specific mistakes etc… to groups of subjects. What is <strong>le</strong>ft to find then,<br />
is global coherence to the groups characteristics.<br />
4. Conclusion<br />
Using central prob<strong>le</strong>matic in mathematical didactics, we have been ab<strong>le</strong> to show the efficiency<br />
of dealing with S.I.A. techniques. The input of this method to analyze data cannot be<br />
disregarded for several reasons. The almost-ru<strong>le</strong>s established by S.I.A. from observab<strong>le</strong>s can<br />
easily <strong>le</strong>nd themselves to interpretation in terms of actions regulations. The implicative paths<br />
can be read in terms of networks. Lastly, the asymmetry of links seems essential to expose<br />
any explicative hypothesis of certain phenomenon pertinent to teaching and <strong>le</strong>arning. We<br />
have also been ab<strong>le</strong> to adumbrate, through the detai<strong>le</strong>d relationships of research examp<strong>le</strong>s,<br />
particular methodological behaviours : the attention to give the interpretation of the internal<br />
cohesion of implicative graphs, but also to the separation of these graphs, as well as the<br />
graphs’ nodes and of the univocal links. These are only thinking tracks to be pursued.<br />
References<br />
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<strong>IUFM</strong> Nord-Pas de Calais<br />
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