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

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 (<I>M<SUB>GK</SUB></I>), 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 <I>M<SUB>GK</SUB></I> 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.