Heterogeneity and differential expectations: a comparative didactic approach

Abstract

This contribution suggests revisiting the concept of school heterogeneity from a didactical perspective by focusing on the phenomena concerning pupils considered to have “difficulties” and to be at risk. The purpose is to examine how, in regular classes of 3rd and 4th elementary school (Swiss HarmoS system), teacher and pupils interact about specific tasks (number and subtractions). The concept of differentiated didactic contract enables to analyze the interactions’ functioning and the heterogeneity management. The contribution focuses on the links between individual and collective ways of managing students’ differences, and shows differential effects on their learning.