Study of Connections Between        Mathematical Teaching and Learning in the Context of Learning        Disabilities : Problematic and Didactic Marks

Giroux, Jacinthe

doi:10.4000/educationdidactique.1573

Cited by 15 publications

(10 citation statements)

References 4 publications

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“…This positioning emerges from the Policy of Special Education (MEQ, 1999) which aims to reframe the main orientations of the last Quebec reform with regard to the particular needs and specific characteristics of students with handicaps or learning disabilities (SHLD). As mentioned by Giroux (2013), this policy includes a ministerial injunction on teachers to adapt their pedagogy to the characteristics and needs of those students. Moreover, it is difficult for teachers to apply these schemes of the adaptation of the intervention to pupils in difficulty since there is little scientific data allowing showing the particular characteristics relating to this category of students (Houle, 2019.…”

Section: Contrasting Perspectives For Interpreting Learning Difficultiesmentioning

confidence: 99%

“…Indeed, although many works carried out by researchers relating to this perspective have documented the specificities of the teaching provided to the different categories of pupils in difficulty, it is important to mention that this type of research involves in-depth analyzes that imply a small sample of people. Consequently, the conclusions of research carried out in this research area rarely allow us to rely on evidence in order to generalize the results to a larger population of students (Giroux, 2013).…”

Section: Contrasting Perspectives For Interpreting Learning Difficultiesmentioning

confidence: 99%

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Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

Rajotte¹,

Dufour²,

Boivin³

2021

AJERR

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This study project contributes to documenting the subject of learning difficulties in mathematics [1-4]. In this research, we aimed to verify what are the main explanatory factors underlying teachers’ perception of learning difficulties in mathematics and in relation to student performance in a problem-solving test. To meet the objectives of the study, we implemented a correlational quantitative data analysis devise with the participation of 262 primary school students. Regression analyzes were performed. The results of the analyzes show that the performance in solving a written mathematics questionnaire is explained mainly by socio-demographic variables associated with the students and by factual variables relating to the conditions for taking the questionnaires. Moreover, the teacher’s perception of student performance in mathematics is mainly explained by variables directly related to the student or to the teacher’s vision of the student’s potential for success at school.

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Section: Contrasting Perspectives For Interpreting Learning Difficultiesmentioning

confidence: 99%

Section: Contrasting Perspectives For Interpreting Learning Difficultiesmentioning

confidence: 99%

Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

Rajotte¹,

Dufour²,

Boivin³

2021

AJERR

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“…This research fits into a rich line of work on the difficulties of mathematical learning [1], [2], [3], [4]. The study aims to question the fundamental source of these difficulties.…”

Section: Introductionmentioning

confidence: 96%

The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach

Rajotte¹

2018

IJEEDU

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The aim of this research is to increase knowledge about learning difficulties in mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first perspective, the difficulties are studied in terms of the learners' cognitive characteristics. This perspective highlights the need to develop interventions adapted to the specific characteristics of the student in difficulty. In the second perspective, learning difficulties are interpreted as the result of interactions between the student and the school system. This perspective considers teaching from the point of view of creating favourable conditions for learning through didactic interventions that take into account both the knowledge of the student and the mathematics tasks. During the last few decades, there have been many debates between the proponents of the first perspective and those of the second perspective. It is within this conflict that a third interpretative perspective emerged from the European work on the difficulties of learning in mathematics. This perspective based on an anthropo-didactic approach, adopts a dual theoretical anchoring (anthropological and didactic) to identify a whole class of explanatory phenomenon of difficulties that could not be cleared in one or other of the frameworks when taken alone. More specifically, this framework makes it possible to articulate sociological considerations, such as educational and didactic inequalities as well as the study of the student-teacher relationship. However, this perspective is relatively unknown to researchers and practitioners working in Quebec. In this context, the object of this research is to validate the anthropo-didactic approach as to the interpretation of learning difficulties in mathematics of elementary school children.

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“…Dans ce cadre, plusieurs chercheurs suggèrent que l'enseignement des mathématiques dans un contexte d'adaptation scolaire notamment pour les élèves déficients intellectuels représente un grand défi pédagogique mais aussi didactique. En fait, les enseignants et les éducateurs trouvent des difficultés pour mettre en place des situations didactiques afin de permettre à ces élèves de s'approprier les objets du savoir mathématique [2,17,18,19]. Par ailleurs, il est important sur le plan pédagogique d'encourager les élèves à la manipulation d'une large variété de matériel concret ainsi qu'à l'utilisation de représentations visuelles, schémas et dessins pour explorer les différentes solutions possibles [20].…”

Section: Introduction Et Problématiqueunclassified

L’apprentissage des notions mathématiques chez des élèves ayant une déficience intellectuelle légère entre une approche pédagogique traditionnelle et la médiation artistique

Saaidia

Meddah

2021

ITM Web Conf.

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Cette étude examine l’apport des médiations artistiques à l’acquisition des notions et des habiletés mathématiques chez des élèves ayant une déficience intellectuelle légère, âgés entre 11 et 13 ans et poursuivant une formation professionnelle en pâtisserie. Afin de mettre en exergue l’apport de cette médiation, nous avons travaillé avec un échantillon expérimental composé de 8 élèves et un échantillon témoin et nous avons comparé leurs résultats. Nous avons pu montrer à travers notre intervention que le recours à la médiation artistique ainsi qu’à l’apprentissage par la découverte pourrait mieux aider les élèves à maîtriser les notions et les habilités mathématiques utiles dans la vie quotidienne et professionnelle, dans le cas des enfants ayant une déficience intellectuelle légère.

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Study of Connections Between Mathematical Teaching and Learning in the Context of Learning Disabilities : Problematic and Didactic Marks

Cited by 15 publications

References 4 publications

Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach

L’apprentissage des notions mathématiques chez des élèves ayant une déficience intellectuelle légère entre une approche pédagogique traditionnelle et la médiation artistique

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