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Un trouble à l'interface entre différents champs disciplinaires (handicap, santé et formation) : la dyscalculie - Une approche didactique

Abstract : There are different approaches used to study dyscalculia. The dominant approach is centred on the cognitive functioning and individual characteristics. However, research in numerical cognition still must be lightened: there is no consensus about the definition, diagnostic criteria are unclear, and so on. We seek to know the place of mathematics education in these researches and how to reconcile approaches to better understand and support children with this disorder. In this PhD thesis, we are particularly interested in the didactic and cognitive points of view of numbers construction in the elementary school. To identify the points of convergence and divergence, we conduct a double bibliographic study (in mathematics education and cognition). Then we develop a methodology based on these theoretical elements and on existing tests analysis in order to design a mathematical difficulties detection tool (experimentally validated). This device, designed initially for teachers, aims to establish a profile of student’s skills to guide him in the implementation of remediation. Moreover, thanks to its particular conception (taking into account the specificities of numerical cognition and mathematics education), 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 (teacher and paramedical and medical professionals), facilitating their exchanges. The thesis also opens new perspectives for the definition of an interface between education and cognition.
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Submitted on : Tuesday, December 4, 2018 - 1:13:04 PM
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Florence Peteers. Un trouble à l'interface entre différents champs disciplinaires (handicap, santé et formation) : la dyscalculie - Une approche didactique. Education. Université de Reims Champagne-Ardenne, 2018. Français. ⟨tel-01944017⟩

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