À quelle échelle des savoirs analyser les pratiques enseignantes ? Quelques pistes d’analyse ouvertes par la confrontation de points de vue sociologique et didactique sur la prise en charge des erreurs lors d’enseignements du nombre en maternelle

In this article, we propose to shed light on the successive confrontations between a sociological and a didactic point of view during the analysis of a corpus of data consisting of sessions devoted to the teaching of numbers, in which two female teachers from the same kindergarten class took charge of pupils' errors. These confrontations gradually brought to light the theoretical and epistemological presuppositions underlying these points of view on knowledge in school teaching and learning situations. This led not only to new avenues of analysis in this area, but also to the question of how sociological and didactic analyses can complement each other in understanding the process of constructing inequalities at school, over and above the simple juxtaposition or even renewed use of concepts specific to each of these disciplinary research orientations.