5TH EDITION OF THE SPRING OF RESEARCH IN EDUCATION

Research in education in France is still little considered in the academic landscape and poorly identified in the educational world. Rather consensual research results are difficult to spread in the classrooms. The abundance and diversity of scientific and educational resources, the scientific compartmentalization of research and researchers in targeted fields do not facilitate this transfer. University professional training rooted in research, for all teachers, aims to reverse this trend and integrate the products of research, scientific methods and critical thinking into everyday classroom life for everyone's success.

Reading, writing and arithmetic form the basis of fundamental learning, the mastery of which conditions the academic success and social destiny of each student. Any new learning, any situation of daily life mobilizes varied symbolic systems requiring the activation or the implementation of these fundamentals. Without a real mastery of these, the student quickly risks becoming discouraged, letting go, feeling left out of school expectations. School failure, feeling of inferiority, conflicts with the environment, lack of motivation, escape, it is essential to avoid this vicious circle in which the student can quickly lock himself up. The challenge of successful teaching and learning of fundamentals is therefore essential.

Research in education in the fields of written language and calculation questions both teaching and learning, but also the articulation between these two poles. She questions symbolic languages in their productive and receptive dimensions, in their specificities but also their common factors. Reading, writing and calculating means appropriating communication codes to interact, to solve everyday problem situations and better adapt to the environment around us.

The objective of this fifth edition of the Printemps de la Recherche en Éducation is to address the issues of teaching and learning to read, write and calculate in all its dimensions, in the 21st century in the digital age, from the first situations- problems in kindergarten to more complex situations in high school or university. This will involve making an inventory of research in these fields, identifying its contributions for the school but sometimes also its limits. If research questions emerge and are most often tested in the laboratory, how can these experiences be transferred to the classroom? What is the place of the teacher in relation to this scientific work? Fundamental learning involves common processes such as the construction of a spatio-temporal space which is not developed solely through reading, writing or arithmetic but through the body in all motor and manual activities. Recent work in neuroscience shows that music and reading activate identical areas of the brain. What is the role of other disciplines, of other learning on these fundamentals? How should the teacher design his teaching under these conditions? This event will be an opportunity to share the latest research results and field experiences in the field of fundamental teaching-learning. Researchers and practitioners will be invited to compare their analyses.

Brigitte Marin and Isabelle Negro,

Co-chairs of the Scientific Committee