Links Between the Teacher’s Atmosphere Postures and the Pupils’ Study Postures When Solving Proportionality Problems, identified under Implicative Statistical Analysis in ICHC-MGK

This article aims to examine the possible links between the teacher’s atmospheric postures and the students’ learning postures during the teaching of mathematics, particularly with regard to solving proportionality problems in 3rd grade at Bourbon College on Reunion Island. This analysis will be based on the observation of teaching practices through video sequences, and will be deepened through the use of Implicative Statistical Analysis (ISA) according to ICHC-MGK. The study results show that maintaining a space for dialogue encourages students to adopt an academic posture. Creating this space for dialogue also helps to capture their attention. As a result, the study highlights the importance of providing teachers with in-depth training and a better understanding of their pupils’ individual needs. This would enable them to adapt their teaching methods more effectively to the particularities of each learning context, in order to improve student success.