The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of 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 one, the difficulties are interpreted in terms of the learners’ cognitive characteristics, while the second perspective study learning difficulties as the result of interactions between the student and the school system. Many debates during the last few decades between the proponents of the first perspective and those of the second perspective brought out a third perspective: the anthropo-didactic approach. This research aims to test the relevance of this third perspective by analyzing the discourse of different education professionals. Since this third interpretive perspective of learning disabilities has recently appeared in the scientific literature, to our knowledge, no research to validate this perspective has been done in Canada. Through semi-structured interviews, 14 educational specialists shared their experience and their vision regarding the interpretation of learning difficulties in mathematics. Moreover, they discussed the different methods for screening those difficulties. The results obtained through analysis of their discourse highlight different themes connected to three explanatory perspectives (cognitivist, didactic and social science). In addition, the results reveal the complementary contribution of the anthropo-didactic approach (related to the social science perspective) which, owing to its recent emergence in the Quebec scholarly research, is rarely considered by researchers and professionals working in the field of education.
| Published in | International Journal of Elementary Education (Volume 10, Issue 3) |
| DOI | 10.11648/j.ijeedu.20211003.11 |
| Page(s) | 42-55 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Mathematics, Elementary School, Learning Difficulties, Screening, Anthropo-Didactic Approach, Explanatory Perspectives
| [1] | Ahmad, F. (2014). Étude des déterminants anthropodidactiques de l’usage des jeux à l’école maternelle dans l’enseignement des mathématiques (Unpublished doctoral dissertation). University of Bordeaux, France. |
| [2] | Chopin, M. P. & Sarrazy, B. (2014). Contribution anthropodidactique à l’étude des effets de l’individualisme sur la création des inégalités scolaires. Éducation & Didactique, 8 (2), 9-24. |
| [3] | Giroux, J. (2013). Étude des rapports enseignement/apprentissage des mathématiques dans le contexte de l’adaptation scolaire: problématique et repères didactiques. Éducation et Didactique, 7 (1), 59-86. |
| [4] | Roine, C. (2009). Cécité didactique et discours noosphériens dans les pratiques d’enseignement en S. E. G. P. A: une contribution à la question des inégalités (Unpublished doctoral dissertation). Victor Segalen Bordeaux 2 University, Bordeaux, France. |
| [5] | Chopin, M. P. (2007). Le temps didactique dans l’enseignement des mathématiques. Approches des modes de régulation des hétérogénéités didactiques [Unpublished doctoral dissertation, Victor Segalen Bordeaux 2 University]. TEL. https://tel.archives-ouvertes.fr/tel- 00542524 |
| [6] | Chopin, M. P. (2011). Le temps de l’enseignement. L’avancée du savoir et la gestion des hétérogénéités dans la classe. Rennes University Press. |
| [7] | Lemoyne, G. et Lessard, G. (2003). Les rencontres singulières entre les élèves présentant des difficultés d’apprentissage en mathématiques et leurs enseignants. Éducation et francophonie, 21 (2), 13-44. https://doi.org/10.7202/1025772ar |
| [8] | Najar, R. (2010). Effets des choix institutionnels d’enseignement sur les possibilités d’apprentissage des étudiants [Unpublished doctoral dissertation, Paris Diderot University (Paris 7)]. http://pf-mh.uvt.rnu.tn/43/1/These.pdf |
| [9] | Roiné, C. (2012). Analyse anthropo-didactique de l’aide mathématique aux « élèves en difficulté »: l’effet Pharmakéia. Carrefours de l’éducation, 1, 131-147. https://doi.org/10.3917/cdle.033.0131 |
| [10] | Sarrazy, B. (2006). Fondements épistémologiques et ancrages théoriques d’une approche anthropo-didactique des phénomènes d’enseignement des mathématiques. In A.-C. Mathé et É. Mounier (dir.), Actes du séminaire national de didactique des mathématiques (p. 79-99). IREM of Paris. |
| [11] | Charland, J.- P. (2005). Histoire de l’éducation au Québec: de l’ombre du clocher à l’économie du savoir. Editions du renouveau pedagogique Inc. |
| [12] | Government of Quebec. (1997). Réaffirmer l’école. Prendre le virage du succès. Rapport du groupe de travail sur la réforme du curriculum. Government of Quebec. |
| [13] | Government of Quebec. (1999). Une école adaptée à tous ses élèves: Politique de l’adaptation scolaire. Government of Quebec. |
| [14] | Proulx, J. P. et Charland, J. P. (2009). Le système éducatif du Québec: De la maternelle à l’université. Cheneliere Education. |
| [15] | Gauthier, C. et Saint-Jacques, D. (2002). La réforme des programmes scolaires au Québec. Laval University Press. |
| [16] | Government of Quebec.. (2015). Bulletin statistique de l’éducation, 43. Government of Quebec. |
| [17] | Homsy, M. et Savard, S. (2018). Décrochage scolaire au Québec: dix ans de surplace, malgré les efforts de financement. Quebec Insitute. |
| [18] | Legault, F. (2013). Analyse du modèle d’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. Teaching syndicate of Haut-Richelieu. |
| [19] | Government of Quebec. (2000). Élèves handicapés ou élèves en difficulté d’adaptation ou d’apprentissage (EHDAA): définitions. Government of Quebec. |
| [20] | Government of Quebec. (2007). L’évaluation des apprentissages au secondaire. Cadre de référence. Government of Quebec. |
| [21] | Rajotte, T. (2014). La résolution de problèmes de proportionnalité chez les élèves de sixième année du primaire avec ou sans TDA/H identifié [Unpublished doctoral dissertation, University of Quebec at Rimouski]. Archipel. https://archipel.uqam.ca/7152/ |
| [22] | Martin, V. et Mary, C. (2010). Particularités de l’enseignement des mathématiques à des élèves en classes régulières ou spéciales. In V. Freiman, A. Roy et L. Theis (dir.), L’enseignement de mathématiques dans et à travers des contextes particuliers: quel support didactique privilégier? Proceeding of the annual congress of the Groupe des didacticiens des mathématiques of Quebec (p. 229-240). Moncton University. |
| [23] | Rajotte, T., Giroux, J. et Voyer, D. (2014). Les difficultés des élèves du primaire en mathématiques, quelle perspective d’interprétation privilégier? McGill Journal of Education, 49 (1), 67-87. https://doi.org/10.7202/1025772ar |
| [24] | Giroux, J. (2010). Pour une différenciation de la dyscalculie et des difficultés d’apprentissage en mathématiques. Dans V. Freiman, A. Roy et L. Theis (dir.), L’enseignement de mathématiques dans et à travers des contextes particuliers: quel support didactique privilégier? Proceeding of the annual congress of the Groupe des didacticiens des mathématiques of Quebec (p. 148-158). Moncton University. |
| [25] | Roine, C. (2015). La fabrication de l’élève en difficulté. Éducation et socialisation, 37. https://doi.org/10.4000/edso.1138 |
| [26] | Ayala, J. et Roditi, E. (2014). Inégalités sociales et apprentissages en mathématiques: les énoncés et les exercices seraient-ils eux-mêmes des différenciateurs? Recherches en didactiques, 17, 45-64. https://doi.org/10.3917/rdid.017.0045 |
| [27] | Sarrazy, B. (2001). Les interactions maître-élèves dans l’enseignement des mathématiques. Contribution à une approche anthropo-didactique des phénomènes d’enseignement. Revue française de pédagogie, 136, 117-132. https://doi.org/10.3406/rfp.2001.2832 |
| [28] | Mamas Mavoungou, E. L. (2016). Les rapports personnels des enseignants du primaire aux objets «variation» et «covariation» comme conséquence des choix institutionnels pour leur formation initiale [Unpublished master dissertation, Montreal University]. Papyrus. http://hdl.handle.net/1866/19014 |
| [29] | Brousseau, G. (1998). Théorie des situations didactiques. La Pensee sauvage editions. |
| [30] | Sarrazy, B. (2002). Pratiques d'éducation familiale et sensibilité au contrat didactique dans l'enseignement des mathématiques chez des élèves de 9-10 ans. La revue internationale de l'éducation familiale, 6 (1), 103-130. |
| [31] | Crahay, M, Wanlin, P., Issaeiva, E et Laduron, I. (2010). Fonctions, structuration et évolution des croyances (et connaissances) des enseignants. Revue française de pédagogie, 172, 85-129. https://doi.org/10.4000/rfp.2296 |
| [32] | Lessard, G. (2014). L’accroissement de la pertinence institutionnelle de dispositifs didactiques d’enseignement des mathématiques afin de s’extirper des mécanismes de réduction des exigences auprès des «élèves en difficulté». In C. Mary, H. Squalli, L. Theis et L. DeBlois (dir.), Recherches sur les difficultés d’enseignement et d’apprentissage des mathématiques: regard didactique (p. 113-131). University of Quebec Press. |
| [33] | Rajotte, T., Germain, M.-P., Beaupre, S. et Beaudoin, D. (2018). The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo- Didactic Approach. International Journal of Elementary Education. 7 (1), 13-22. https://doi.org/10.11648/j.ijeedu.20180701.13 |
| [34] | Van Haecht, A. (2006). L’école à l’épreuve de la sociologie: La sociologie de l’éducation et ses évolutions. De Boeck University Editions. |
| [35] | Giroux, J. (2015, 1er octobre). Difficultés des élèves en mathématiques: apports de la didactique [conférence]. Pedagogical High School of Canton de Vaud. Teaching and Research Unity: Mathematical Didactics and Natural Science. |
| [36] | Godin, J. (2017). L’analyse réflexive en enseignement: les enseignants du secondaire de l’école d’Iberville [Unpublished master dissertation, University of Québec in Abitibi- Teemiscamingue]. Depositum. https://depositum.uqat.ca/id/eprint/736/ |
| [37] | Fortin, M. F. (2010). Fondements et étapes du processus de recherche: Méthodes quantitatives et qualitatives (2e éd.). Cheneliere Education. |
| [38] | Beaud, S. et Weber, F. (2010). Le guide de l’enquête de terrain. La Decouverte editions. |
| [39] | Hess, U., Senécal, S. et Vallerand, R. J. (2000). Les méthodes quantitative et qualitative de recherche en psychologie. In R. J. Vallerand et U. Hess. (dir.), Méthodes de recherche en psychologie (p. 507-529). Gaetan Morin Editeur. |
| [40] | L’Ecuyer, R. (1990). Méthodologie de l’analyse développementale de contenu. University of Quebec Press. |
| [41] | Deslauriers, J.-P. (1997). L’induction analytique. In J. Poupart, J.-P. Deslauriers, L.-H. Groulx, A. Laperrière, R. Mayer et A. P. Pires (dir.), La recherche qualitative: Enjeux épistémologiques et méthodologies (p. 293-332). Gaetan Morin Editeur. |
| [42] | Miles, M. B. et Huberman, A. M. (2003). Analyse des données qualitatives. De Boeck. |
| [43] | Lajoie, C. et Bednarz, N. (2014). La résolution de problème en mathématiques au Québec: évolution des rôles assignés par les programmes et les conseils donnés aux enseignants. Éducation et francophonie, 42 (2), 7-23. https://doi.org/10.7202/1027903ar |
| [44] | Peker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. Education Research and Reviews, 11 (3), 97-104. http://doi.org/10.5897/ERR2015.2552 |
| [45] | Mazzocco, M. M. et Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research & Practice, 20 (3), 142-155. https://doi.org/10.1111/j.1540-5826.2005.00129.x |
| [46] | Barrouillet, P. (2006). Les troubles de l’arithmétique et la dyscalculie. In P. Barrouillet et V. Camos (dir.), La cognition mathématique chez l’enfant (p. 181-210). Solal. |
| [47] | American Psychiatric Association. (2015). DSM-V: Diagnostic and Statistical Manual of Mental Disorders. Elsevier Masson. |
| [48] | Bronfenbrenner, U. (2004). Making human being human. Bioecological perspectives on human development. Sage Publications. |
| [49] | Fougeyrollas, P., Cloutier, R., Bergeron, H., Cote, J. et St-Michel, G. (1998). Classification québécoise: Processus de production du handicap. International Network on the Disability Creation Process. |
| [50] | Cherel, C. (2005). Deux élèves en difficulté s’intègrent à une classe ordinaire le temps... des mathématiques. La Bande didactique editions. |
APA Style
Thomas Rajotte, Marie-Paule Germain, Sylvain Beaupre, Raphaelle Dufour. (2021). The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach. International Journal of Elementary Education, 10(3), 42-55. https://doi.org/10.11648/j.ijeedu.20211003.11
ACS Style
Thomas Rajotte; Marie-Paule Germain; Sylvain Beaupre; Raphaelle Dufour. The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach. Int. J. Elem. Educ. 2021, 10(3), 42-55. doi: 10.11648/j.ijeedu.20211003.11
AMA Style
Thomas Rajotte, Marie-Paule Germain, Sylvain Beaupre, Raphaelle Dufour. The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach. Int J Elem Educ. 2021;10(3):42-55. doi: 10.11648/j.ijeedu.20211003.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijeedu.20211003.11,
author = {Thomas Rajotte and Marie-Paule Germain and Sylvain Beaupre and Raphaelle Dufour},
title = {The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach},
journal = {International Journal of Elementary Education},
volume = {10},
number = {3},
pages = {42-55},
doi = {10.11648/j.ijeedu.20211003.11},
url = {https://doi.org/10.11648/j.ijeedu.20211003.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211003.11},
abstract = {The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of 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 one, the difficulties are interpreted in terms of the learners’ cognitive characteristics, while the second perspective study learning difficulties as the result of interactions between the student and the school system. Many debates during the last few decades between the proponents of the first perspective and those of the second perspective brought out a third perspective: the anthropo-didactic approach. This research aims to test the relevance of this third perspective by analyzing the discourse of different education professionals. Since this third interpretive perspective of learning disabilities has recently appeared in the scientific literature, to our knowledge, no research to validate this perspective has been done in Canada. Through semi-structured interviews, 14 educational specialists shared their experience and their vision regarding the interpretation of learning difficulties in mathematics. Moreover, they discussed the different methods for screening those difficulties. The results obtained through analysis of their discourse highlight different themes connected to three explanatory perspectives (cognitivist, didactic and social science). In addition, the results reveal the complementary contribution of the anthropo-didactic approach (related to the social science perspective) which, owing to its recent emergence in the Quebec scholarly research, is rarely considered by researchers and professionals working in the field of education.},
year = {2021}
}
TY - JOUR T1 - The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach AU - Thomas Rajotte AU - Marie-Paule Germain AU - Sylvain Beaupre AU - Raphaelle Dufour Y1 - 2021/08/12 PY - 2021 N1 - https://doi.org/10.11648/j.ijeedu.20211003.11 DO - 10.11648/j.ijeedu.20211003.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 42 EP - 55 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20211003.11 AB - The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of 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 one, the difficulties are interpreted in terms of the learners’ cognitive characteristics, while the second perspective study learning difficulties as the result of interactions between the student and the school system. Many debates during the last few decades between the proponents of the first perspective and those of the second perspective brought out a third perspective: the anthropo-didactic approach. This research aims to test the relevance of this third perspective by analyzing the discourse of different education professionals. Since this third interpretive perspective of learning disabilities has recently appeared in the scientific literature, to our knowledge, no research to validate this perspective has been done in Canada. Through semi-structured interviews, 14 educational specialists shared their experience and their vision regarding the interpretation of learning difficulties in mathematics. Moreover, they discussed the different methods for screening those difficulties. The results obtained through analysis of their discourse highlight different themes connected to three explanatory perspectives (cognitivist, didactic and social science). In addition, the results reveal the complementary contribution of the anthropo-didactic approach (related to the social science perspective) which, owing to its recent emergence in the Quebec scholarly research, is rarely considered by researchers and professionals working in the field of education. VL - 10 IS - 3 ER -
Information
Email: