Soutenir le choix de ressources pour des usages du numérique favorisant l’autonomie des élèves : mise en regard d’une grille d’analyse dans deux disciplines
Abstract
This paper focuses on what would be the autonomy of students in mathematics and physics and how digital technology can support it. We distinguish here between transversal and disciplinary autonomy on the one hand and different dimensions composing it on the other hand. We propose here an analysis grid composed of many criteria in order to assess the potential of curriculum resources for teachers, in terms of uses of digital technologies fostering students’ autonomy and avoiding to increase social and educational inequalities. The analysis grid has five entries, three of which are transversal and two specific for each discipline. We first present the general grid gathering these criteria and its adaptation to the mathematics and physics classroom. We then conduct a comparative analysis of two entries of these grids: the didactic richness of the content, and the relevance of the use of digital technology. This analysis reveals some common elements and a couple of points of divergence between the two disciplines.
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