Exploring MLD in mathematics education: Ten years of research

Michel Deruaz (1) , Thierry Dias (1) , Marie-Line Gardes (2) , Francesca Gregorio (1, 3) , Cécile Ouvrier-Buffet (3, 4) , Peteers Florence (3) , Elisabetta Robotti (5)

1 HEPL - Haute Ecole Pédagogique du canton de Vaud
2 CRNL - Centre de recherche en neurosciences de Lyon - Lyon Neuroscience Research Center
3 LDAR (URP_4434) - Laboratoire de Didactique André Revuz
4 UPEC INSPÉ Créteil - Institut national supérieur du professorat et de l'éducation - Académie de Créteil
5 UniGe - Università degli studi di Genova = University of Genoa

Mathematical learning disabilities or difficulties (MLD) are an increasing source of educational inequalities. This article explores research about MLD in Mathematics Education over the past ten years. The methodologyfocuses on specific, validated keywords. These keywords are used to identify articles in leading journals in mathematics education. Our work makes several new contributions to the field of mathematics education, notably: areusable methodology and keywords for a literature review; an exhaustive list of articles about MLD in leading mathematics education journals; a discussion of the definitions and features of MLD used in these articles; and atool to classify research dealing with MLD (categories that characterize students with MLD). We also highlight some unexplored dimensions regarding MLD in Mathematics Education research

Mots clés: mathematical learning disabilities; mathematical learning difficulties; dyscalculia; mathematical disorder; MLD; mathematics education; inclusion

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Michel Deruaz, Thierry Dias, Marie-Line Gardes, Francesca Gregorio, Cécile Ouvrier-Buffet, et al.. Exploring MLD in mathematics education: Ten years of research. Journal of Mathematical Behavior, 2020, 60, ⟨10.1016/j.jmathb.2020.100807⟩. ⟨hal-03018305⟩