Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-<I>M<SUB>GK</SUB></I> at the Bourbon College, La Réunion

Juvenile Christalin Ravelomanana; Lwanga Albert Razafindrabehita; Vatosoa Tsirinala Fabiola Ravelojaona; Hery Frédéric Rakotomalala; André Totohasina

doi:doi:10.11648/j.ajeit.20240802.15

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Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-M_GK at the Bourbon College, La Réunion

Juvenile Christalin Ravelomanana

, Lwanga Albert Razafindrabehita

, Vatosoa Tsirinala Fabiola Ravelojaona

, Hery Frédéric Rakotomalala

, André Totohasina

Published in American Journal of Education and Information Technology (Volume 8, Issue 2)

Received: 7 September 2024 Accepted: 29 September 2024 Published: 31 October 2024

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Abstract

This study aims to explore the relationships between students and the teacher during mathematics learning sessions, more precisely when solving proportionality problems in the third grade class at the Bourbon College, located on the island of La Réunion, France. The main objective is to examine the links between the weaving postures adopted by the teacher and the students’study postures, based on the theories developed by Bucheton and Soulé (2009). These postures play a key role because they structure the classroom environment and directly influence students’ engagement and understanding. For this study, video sequences, with a total duration of 256 minutes, were recorded in order to observe classroom interactions. These videos were cut into sequences of two minutes each (i.e. 128 sequences in total). The collected data were then analyzed using the theory of Implicative Statistical Analysis (ISA), an asymmetric analysis method that crosses subjects or objects with variables of different types, here of the Boolean type. The extension technique of the Implicative and Cohesive Hierarchical Classification (ICHC), called ICHC based on Measure Guillaume-Kenchaff (M_GK), was used for data exploration and analysis. This method makes it possible to address the numerical and graphical issues associated with the ASI, and to classify the valid M_GK rules according to the cohesion index, in order to extract meta-rules facilitating the interpretation of the results. The results show that when the teacher establishes connections between the knowledge taught, the students adopt a school posture favorable to the assimilation of knowledge. However, in this study, it appears that weaving postures are little used by the teacher, with less than 20% frequency of occurrence, which limits the links between the teacher’s weaving postures and the students’ study postures, while these interactions are essential to academic success. By better understanding the individual and collective needs of students, teachers can adjust their teaching methods to create a learning environment more conducive to the success of all. Such an adaptation, taking into account the specificities of each learning context, could significantly improve academic results as well as students’ engagement in their learning of mathematics.

Published in	American Journal of Education and Information Technology (Volume 8, Issue 2)
DOI	10.11648/j.ajeit.20240802.15
Page(s)	101-110
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Weaving Posture, Study Posture, Proportionality, Interaction, ICHC − M_GK

References

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[4]	Brudermann Cédric and Pélissier Chrysta. “Les gestes professionnels de l’enseignant: une analyse pédagogique et une représentation informatisée pour la formation L’exemple des langues ’etrangères”. In: Revue internationale des technologies en pédagogie universitaire International Journal of Technologies in Higher Education 5.2 (2008), pp. 21-33. https://doi.org/10.7202/037472ar
[5]	Gaëlle Ferré. “Relations temporelles entre parole et gestualité co-verbale en franc¸ais spontané”. In: Journées d’Etude sur la Parole. 2010, pp. 13-16.
[6]	Régis Gras. “Contribution à l’étude experimentale et à l’analyse de certaines acquisitions cognitives et de certains objectifs didactiques en mathématiques”. PhD thesis. Thèse dEtat, Université de Rennes I, 1979.
[7]	R¡äegis Gras et al. “La méthode d’analyse implicative en didactique. Applications”. In: Vingt ans de didactique des mathématiques. La Pensée Sauvage (1994).
[8]	Lamia Ali Guechi. “L’accompagnement du geste à la parole dans l’enseignement/apprentissage du Franc¸ais LangueÈtrangère: une étude descriptive de la gestuelle des enseignants”. In: Synergies Algérie 23 (2016), pp. 263-272.
[9]	Anne Jorro. “Les gestes professionnels dans laccompagnement des élèves: une analyse de linteraction didactique”. In: LesDossiersdesSciencesdel’E´ducation 24 (2010), pp. 27-42.
[10]	Karen J. Pine, Tamsin Knott, and Ben C. Fletcher. “Quand faire des gestes permet de mieux apprendre”. In: Enfance 3.3 (2010), pp. 355-368.
[11]	Hery Frédéric Rakotomalala. “Classification Hiérarchique Implicative et Cohésitive selon la mesure MGK-Application en didactique de l’informatique”. PhD thesis. Université dÁntananarivo, 2019.
[12]	Hery Frédéric Rakotomalala, Bruno Bakys Ralahady, and André Totohasina. “A Novel Cohesitive Implicative Classification Based on MGK and Application on Diagnostic on Informatics Literacy of Students of Higher Education in Madagascar”. In: Third International Congress on Information and Communication Technology. Ed. by Xin-She Yang et al. Singapore: Springer Singapore, 2019, pp. 161-174. ISBN: 978-981- 13-1165-9. https://doi.org/10.1007/978-981-13-1165-9_15
[13]	Hery Frederic Rakotomalala and Andre Totohasina. “An Efficient New Cohesion Indice Based on the Quality Measure of Association Rules MGK”. In: 2018 Second World Conference on Smart Trends in Systems, Security and Sustainability (WorldS4). IEEE. 2018, pp. 28-35.
[14]	Hery Frédéric Rakotomalala, André Totohasina, and Jean Diatta. “Extraction des règles d’associations MGK- valides avec contribution de Support”. In: Actes des 24èmes rencontres de la Société Francophone de Classification SFC (2017), pp. 29-32.
[15]	Harrisson Ratsimba-Rajohn and Régis Gras. “Contribution a l’etude de la hierarchie implicative: application a l’analyse de la gestion didactique des phenomenes d’ostension et de contradictions”. PhD thesis. Rennes 1, 1992.
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[19]	André Totohasina. L’introduction du concept de probabilité conditionnelle: avantages et inconvénients de l’arborescence. 1994.

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APA Style

Ravelomanana, J. C., Razafindrabehita, L. A., Ravelojaona, V. T. F., Rakotomalala, H. F., Totohasina, A. (2024). Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. American Journal of Education and Information Technology, 8(2), 101-110. https://doi.org/10.11648/j.ajeit.20240802.15

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ACS Style

Ravelomanana, J. C.; Razafindrabehita, L. A.; Ravelojaona, V. T. F.; Rakotomalala, H. F.; Totohasina, A. Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. Am. J. Educ. Inf. Technol. 2024, 8(2), 101-110. doi: 10.11648/j.ajeit.20240802.15

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AMA Style

Ravelomanana JC, Razafindrabehita LA, Ravelojaona VTF, Rakotomalala HF, Totohasina A. Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. Am J Educ Inf Technol. 2024;8(2):101-110. doi: 10.11648/j.ajeit.20240802.15

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@article{10.11648/j.ajeit.20240802.15,
  author = {Juvenile Christalin Ravelomanana and Lwanga Albert Razafindrabehita and Vatosoa Tsirinala Fabiola Ravelojaona and Hery Frédéric Rakotomalala and André Totohasina},
  title = {Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion},
  journal = {American Journal of Education and Information Technology},
  volume = {8},
  number = {2},
  pages = {101-110},
  doi = {10.11648/j.ajeit.20240802.15},
  url = {https://doi.org/10.11648/j.ajeit.20240802.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20240802.15},
  abstract = {This study aims to explore the relationships between students and the teacher during mathematics learning sessions, more precisely when solving proportionality problems in the third grade class at the Bourbon College, located on the island of La Réunion, France. The main objective is to examine the links between the weaving postures adopted by the teacher and the students’study postures, based on the theories developed by Bucheton and Soulé (2009). These postures play a key role because they structure the classroom environment and directly influence students’ engagement and understanding. For this study, video sequences, with a total duration of 256 minutes, were recorded in order to observe classroom interactions. These videos were cut into sequences of two minutes each (i.e. 128 sequences in total). The collected data were then analyzed using the theory of Implicative Statistical Analysis (ISA), an asymmetric analysis method that crosses subjects or objects with variables of different types, here of the Boolean type. The extension technique of the Implicative and Cohesive Hierarchical Classification (ICHC), called ICHC based on Measure Guillaume-Kenchaff (MGK), was used for data exploration and analysis. This method makes it possible to address the numerical and graphical issues associated with the ASI, and to classify the valid MGK rules according to the cohesion index, in order to extract meta-rules facilitating the interpretation of the results. The results show that when the teacher establishes connections between the knowledge taught, the students adopt a school posture favorable to the assimilation of knowledge. However, in this study, it appears that weaving postures are little used by the teacher, with less than 20% frequency of occurrence, which limits the links between the teacher’s weaving postures and the students’ study postures, while these interactions are essential to academic success. By better understanding the individual and collective needs of students, teachers can adjust their teaching methods to create a learning environment more conducive to the success of all. Such an adaptation, taking into account the specificities of each learning context, could significantly improve academic results as well as students’ engagement in their learning of mathematics. },
 year = {2024}
}

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TY  - JOUR
T1  - Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion
AU  - Juvenile Christalin Ravelomanana
AU  - Lwanga Albert Razafindrabehita
AU  - Vatosoa Tsirinala Fabiola Ravelojaona
AU  - Hery Frédéric Rakotomalala
AU  - André Totohasina
Y1  - 2024/10/31
PY  - 2024
N1  - https://doi.org/10.11648/j.ajeit.20240802.15
DO  - 10.11648/j.ajeit.20240802.15
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 101
EP  - 110
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20240802.15
AB  - This study aims to explore the relationships between students and the teacher during mathematics learning sessions, more precisely when solving proportionality problems in the third grade class at the Bourbon College, located on the island of La Réunion, France. The main objective is to examine the links between the weaving postures adopted by the teacher and the students’study postures, based on the theories developed by Bucheton and Soulé (2009). These postures play a key role because they structure the classroom environment and directly influence students’ engagement and understanding. For this study, video sequences, with a total duration of 256 minutes, were recorded in order to observe classroom interactions. These videos were cut into sequences of two minutes each (i.e. 128 sequences in total). The collected data were then analyzed using the theory of Implicative Statistical Analysis (ISA), an asymmetric analysis method that crosses subjects or objects with variables of different types, here of the Boolean type. The extension technique of the Implicative and Cohesive Hierarchical Classification (ICHC), called ICHC based on Measure Guillaume-Kenchaff (MGK), was used for data exploration and analysis. This method makes it possible to address the numerical and graphical issues associated with the ASI, and to classify the valid MGK rules according to the cohesion index, in order to extract meta-rules facilitating the interpretation of the results. The results show that when the teacher establishes connections between the knowledge taught, the students adopt a school posture favorable to the assimilation of knowledge. However, in this study, it appears that weaving postures are little used by the teacher, with less than 20% frequency of occurrence, which limits the links between the teacher’s weaving postures and the students’ study postures, while these interactions are essential to academic success. By better understanding the individual and collective needs of students, teachers can adjust their teaching methods to create a learning environment more conducive to the success of all. Such an adaptation, taking into account the specificities of each learning context, could significantly improve academic results as well as students’ engagement in their learning of mathematics. 
VL  - 8
IS  - 2
ER  -

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Author Information

Juvenile Christalin Ravelomanana

Education-Learning-Didactics and Engineering in Mathematics and Informatics, University of Antsiranana, Antsiranana I, Madagascar

Contact Email

http://orcid.org/0009-0008-7698-0339
Lwanga Albert Razafindrabehita

Education-Learning-Didactics and Engineering in Mathematics and Informatics, University of Antsiranana, Antsiranana I, Madagascar

Contact Email

http://orcid.org/0009-0000-0748-8203
Vatosoa Tsirinala Fabiola Ravelojaona

Education-Learning-Didactics and Engineering in Electrotechnics and Electronics, University of Antsiranana, Antsiranana I, Madagascar

Contact Email

http://orcid.org/0009-0005-3605-0311
Hery Frédéric Rakotomalala

Education-Learning-Didactics and Engineering in Mathematics and Informatics, University of Antsiranana, Antsiranana I, Madagascar

Contact Email

http://orcid.org/0000-0002-8329-3659
André Totohasina

Education-Learning-Didactics and Engineering in Mathematics and Informatics, University of Antsiranana, Antsiranana I, Madagascar

Contact Email

http://orcid.org/0000-0001-9378-6919

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APA Style

Ravelomanana, J. C., Razafindrabehita, L. A., Ravelojaona, V. T. F., Rakotomalala, H. F., Totohasina, A. (2024). Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. American Journal of Education and Information Technology, 8(2), 101-110. https://doi.org/10.11648/j.ajeit.20240802.15

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ACS Style

Ravelomanana, J. C.; Razafindrabehita, L. A.; Ravelojaona, V. T. F.; Rakotomalala, H. F.; Totohasina, A. Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. Am. J. Educ. Inf. Technol. 2024, 8(2), 101-110. doi: 10.11648/j.ajeit.20240802.15

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AMA Style

Ravelomanana JC, Razafindrabehita LA, Ravelojaona VTF, Rakotomalala HF, Totohasina A. Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion. Am J Educ Inf Technol. 2024;8(2):101-110. doi: 10.11648/j.ajeit.20240802.15

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@article{10.11648/j.ajeit.20240802.15,
  author = {Juvenile Christalin Ravelomanana and Lwanga Albert Razafindrabehita and Vatosoa Tsirinala Fabiola Ravelojaona and Hery Frédéric Rakotomalala and André Totohasina},
  title = {Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion},
  journal = {American Journal of Education and Information Technology},
  volume = {8},
  number = {2},
  pages = {101-110},
  doi = {10.11648/j.ajeit.20240802.15},
  url = {https://doi.org/10.11648/j.ajeit.20240802.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20240802.15},
  abstract = {This study aims to explore the relationships between students and the teacher during mathematics learning sessions, more precisely when solving proportionality problems in the third grade class at the Bourbon College, located on the island of La Réunion, France. The main objective is to examine the links between the weaving postures adopted by the teacher and the students’study postures, based on the theories developed by Bucheton and Soulé (2009). These postures play a key role because they structure the classroom environment and directly influence students’ engagement and understanding. For this study, video sequences, with a total duration of 256 minutes, were recorded in order to observe classroom interactions. These videos were cut into sequences of two minutes each (i.e. 128 sequences in total). The collected data were then analyzed using the theory of Implicative Statistical Analysis (ISA), an asymmetric analysis method that crosses subjects or objects with variables of different types, here of the Boolean type. The extension technique of the Implicative and Cohesive Hierarchical Classification (ICHC), called ICHC based on Measure Guillaume-Kenchaff (MGK), was used for data exploration and analysis. This method makes it possible to address the numerical and graphical issues associated with the ASI, and to classify the valid MGK rules according to the cohesion index, in order to extract meta-rules facilitating the interpretation of the results. The results show that when the teacher establishes connections between the knowledge taught, the students adopt a school posture favorable to the assimilation of knowledge. However, in this study, it appears that weaving postures are little used by the teacher, with less than 20% frequency of occurrence, which limits the links between the teacher’s weaving postures and the students’ study postures, while these interactions are essential to academic success. By better understanding the individual and collective needs of students, teachers can adjust their teaching methods to create a learning environment more conducive to the success of all. Such an adaptation, taking into account the specificities of each learning context, could significantly improve academic results as well as students’ engagement in their learning of mathematics. },
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Interactions and Relationships Between Teacher’s Weaving Postures and Students’ Study Postures According to ICHC-MGK at the Bourbon College, La Réunion
AU  - Juvenile Christalin Ravelomanana
AU  - Lwanga Albert Razafindrabehita
AU  - Vatosoa Tsirinala Fabiola Ravelojaona
AU  - Hery Frédéric Rakotomalala
AU  - André Totohasina
Y1  - 2024/10/31
PY  - 2024
N1  - https://doi.org/10.11648/j.ajeit.20240802.15
DO  - 10.11648/j.ajeit.20240802.15
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 101
EP  - 110
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20240802.15
AB  - This study aims to explore the relationships between students and the teacher during mathematics learning sessions, more precisely when solving proportionality problems in the third grade class at the Bourbon College, located on the island of La Réunion, France. The main objective is to examine the links between the weaving postures adopted by the teacher and the students’study postures, based on the theories developed by Bucheton and Soulé (2009). These postures play a key role because they structure the classroom environment and directly influence students’ engagement and understanding. For this study, video sequences, with a total duration of 256 minutes, were recorded in order to observe classroom interactions. These videos were cut into sequences of two minutes each (i.e. 128 sequences in total). The collected data were then analyzed using the theory of Implicative Statistical Analysis (ISA), an asymmetric analysis method that crosses subjects or objects with variables of different types, here of the Boolean type. The extension technique of the Implicative and Cohesive Hierarchical Classification (ICHC), called ICHC based on Measure Guillaume-Kenchaff (MGK), was used for data exploration and analysis. This method makes it possible to address the numerical and graphical issues associated with the ASI, and to classify the valid MGK rules according to the cohesion index, in order to extract meta-rules facilitating the interpretation of the results. The results show that when the teacher establishes connections between the knowledge taught, the students adopt a school posture favorable to the assimilation of knowledge. However, in this study, it appears that weaving postures are little used by the teacher, with less than 20% frequency of occurrence, which limits the links between the teacher’s weaving postures and the students’ study postures, while these interactions are essential to academic success. By better understanding the individual and collective needs of students, teachers can adjust their teaching methods to create a learning environment more conducive to the success of all. Such an adaptation, taking into account the specificities of each learning context, could significantly improve academic results as well as students’ engagement in their learning of mathematics. 
VL  - 8
IS  - 2
ER  -

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