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AbstractThis research analyses the effects of teaching mathematics based on the use of file cards which present the concept in comic-strip format (BD), and the relation of these effects to students' learning style. Four groups of secondary III students participated in the study: two in the average stream and two in the enrichment stream, within each stream one group was presented the BD format and one was taught without this format. The results show that the groups given the BD format had better test results than those without this format. The effect of this format was particularly significant for the groups in the average stream for questions dealing with verbal information, the concrete concept, and the defined concept. For groups using this format, learning style was correlated with the improved test results noted.
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This article focuses on the evolution of the publishing format of French comic books, and its links to the conquest of cultural legitimacy, through the evolution of its representations. The representation of “albums” in Franco-Belgian comic books follows the cultural evolution of the comic book market in France. When this new book market appeared, during the 1950s and 60s, the representation of comic books was generally limited to a glimpse or two. References expanded as the book eventually became the main publishing format for French comics. The shift from newspapers to books, changes in creative aspects and readership, as well as the redefinition of “high culture,” have changed the use of these representations. Once comics had attained the “ninth art” status, the representation of “albums” acted as a framework for explicit aesthetic debts or as ways to acknowledge influences, but also as a way to remind the readers of “memorable frames.” The latest designation of comics as avant-garde pushed their creators to use the representation of the album as support for new theoretical experiments.