Une étude exploratoire: apport de l’approche systémique pour analyser les opinions d’élèves en mathématiques

Abstract

It has been stated that educational research generally employs a methodology of linear causality to effect certain studies. One example among others is the question of the influence of a pupil’s sex and socio-economic background on his/her success in mathematics. It is also noted that studies tend to evolve from each other and often produce contradictory interpretations of the results. The authors of the present article ask themselves if the methodology which assumes causality to be linear is not itself responsible for the contradictory results of certain studies. Given the complexity and the interactive nature of the variables, the authors attempt to demonstrate that the study of the teaching and learning problems associated with mathematics requires an appropriate theory and approach such as systems theory and analysis. Thus, using this systems approach, they demonstrate that the variables or factors which in isolation appear significant, take on a negligible or at least a relative importance once all variables come into play. The authors conclude that a combination of interdependent variables interacting dynamically, as opposed to one or two factors directly related, determines the satisfaction or dissatisfaction, the success or the failure of the mathematics student.