Questionnements autour de la synchronisation dans l'enseignement des math{\'e}matiques a des {\'e}l{\`e}ves sourds

TL;DR

This paper examines synchronization issues in teaching mathematics to deaf students, revealing that despite overall alignment, cycles of desynchronization and resynchronization occur due to temporary understanding gaps.

Contribution

It introduces a device for studying classroom synchronization among deaf pupils and analyzes real sessions to identify dynamic patterns of understanding.

Findings

Overall synchronization observed among pupils

Cycles of desynchronization and resynchronization identified

Understanding bubbles cause temporary misalignments

Abstract

In this communication we study a device set up to school deaf pupils. We analyze some sessions of mathematics classroom in which participated these pupils. We show in particular that if all the pupils seem globally in phase, cycles of desynchronizations / resynchronizations follow one another due to the appearance of `` bubbles of understanding ''.