Through his research project Diagnosing for Action, Pierre-Michel Menger, Sociology of Creative Work Professor, is analyzing the school and university trajectories of French mathematics students. His work, based on access to thirty years of data, seeks to identify the flaws in the current system and compare it with countries that have overcome similar difficulties, in order to imagine new models and the deployment of effective educational actions. With three main lines of research, conducted with Colombe Saillard, researcher alongside Pr Menger :
- Quantifying performance gaps between individuals in mathematics, and analyzing their causes.
- Mathematical orientation in high school, with the educational world noting a decrease in the number of high school students specializing in the sciences, and an increase in social and gendered inequalities in access to mathematics in high school.
- The study of students' mathematical practice in environments that are not purely academic, by looking at mathematical contests and competitions : who takes part in them, prepares for them or succeeds in them, and what consequences do they have for educational and professional trajectories ?
This project is part of the Collège de France'sAgir pour l'éducationinitiative .
