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Apports croisés de la didactique et de la cognition numérique pour l'étude des troubles d'apprentissages en mathématiques

Abstract : There are various approaches to learning disabilities in mathematics, with the dominant approach focusing on the cognitive functioning of the individual. However, research in numerical cognition still presents many uncertainties: there is no consensus on a definition, diagnostic criteria are unclear, etc. We then ask ourselves the question of the place and role of didactics of mathematics in this research and how to reconcile approaches (didactic and cognitive) to better understand and support students with this disorder. In this article, we develop a methodology to study the integration of knowledge from didactics of mathematics and numerical cognition about the construction of numbers and its difficulties. The methodology combines these theoretical elements with the analysis of existing tests to assess basic numerical skills in and out of school. The objective is to build a tool for identifying mathematical difficulties in order to establish a student competency profile that will allow the teacher to implement remedial measures. Moreover, thanks to its particular design (taking into account the specificities of numerical cognition and didactics of mathematics), it makes it possible to establish a common inventory of the child's difficulties that can be used by each of the professionals in charge of the student (teachers and paramedical and medical professionals), thus facilitating their exchanges.
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https://hal.archives-ouvertes.fr/hal-03318881
Contributor : Florence Peteers Connect in order to contact the contributor
Submitted on : Wednesday, August 11, 2021 - 11:29:13 AM
Last modification on : Friday, August 5, 2022 - 2:45:59 PM
Long-term archiving on: : Friday, November 12, 2021 - 7:16:01 PM

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  • HAL Id : hal-03318881, version 1

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Peteers Florence. Apports croisés de la didactique et de la cognition numérique pour l'étude des troubles d'apprentissages en mathématiques. Recherches en Didactique des Mathematiques, La Pensee Sauvage, 2020, 40 (2). ⟨hal-03318881⟩

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