What are the challenges and prospects?
ISBN : 9782897990879
Year of publication : 2021
Nombre de pages : 183
Langue : #!trpst#trp-gettext data-trpgettextoriginal=5211#!trpAnglais#French#!trpst#/trp-gettext#!trpAnglais#
This book is aimed at trainers, teachers and didacticians who work closely or remotely with students said to have learning difficulties in mathematics. Conceived following an Acfas symposium, the book is part of a continuing didactic reflection on the foundations and practices of assessment-intervention with students who have mathematical potential, but are experiencing learning difficulties. The introduction, written by Jean-Luc Dorier, outlines the genesis of this book, introduces the authors' contributions and provides an international perspective on current concerns surrounding mathematical intervention with students experiencing difficulties. To address these concerns from a didactic point of view, this book is divided into three parts:
Discussions between the various authors of this book highlight the fact that promising didactic perspectives for teaching, assessing and intervening with students in difficulty can take various avenues, but they are all proposed in reaction to a mode of assessment-intervention known as «remediation» that has not produced the expected results with so-called students in difficulty. The authors point out that it is essential to agree on the foundations of teaching, assessment-intervention and the aims of learning, to promote collaboration between the various players involved («co-teaching»), to make the family-school relationship symmetrical, to coordinate didactic, pedagogical and remedial actions, and to create rich learning opportunities for students in difficulty. By promoting mathematical understanding and conceptualization, giving pride of place to play on didactic variables, and putting the student in action, it's possible to make the most of the mathematical potential of students in difficulty.
Adolphe Adihou is a full professor of mathematics didactics at the Université de Sherbrooke. His doctoral studies focused on equation-based problem solving. His current research focuses on mathematical tricks, teaching and learning difficulties, and the development of algebraic thinking. Involved in initial and continuing training, he designs teaching resources in a collaborative approach and studies their impact on teaching practices.
Caroline Bisson has been a lecturer at the Université de Sherbrooke since 2011. She has taught courses in mathematics didactics at the Baccalauréat en enseignement en adaptation scolaire et sociale, including the geometry didactics course. In recent years, she has been a research assistant on a number of elementary school projects involving mathematical tricks, spatial sense and quadrilateral classification. Her master's studies focused on mathematical assessment practices in special education. Since then, she has been involved in the training of future primary school teachers and in-service training for primary school teachers in the field of mathematics, particularly with at-risk or special needs students.
Diane Gauthier is a full professor at the Université du Québec à Chicoutimi, Département des sciences de l'éducation and Director of the Département des Sciences de l'Éducation at UQAC.
Jeanne Koudogbo, PhD in mathematics didactics, is an associate professor in the Faculty of Education at the Université de Sherbrooke. She is a regular member of the Centre de recherche sur l'enseignement et l'apprentissage des sciences (CREAS) and of the editorial board of the journal Nouveaux Cahiers de la recherche en éducation. Her research focuses, on the one hand, on decimal positional numeration, an essential mathematical skill, to study the mechanisms of knowledge construction by students, teachers' practices, the aims of curricula and textbooks and their adequacy with educational issues; on the other hand, on teaching practices, current issues in mathematics teaching in various contexts (special needs class, special education and orthopedagogical context), as well as the development of mathematical potential in students with (or without) difficulties. Her other work, carried out in collaboration with researchers, deals with ways of helping students in difficulty to solve mathematical problems, as well as initial and in-service training.
Patricia Marchand has been an associate professor at the Université de Sherbrooke since 2007. She is responsible for the geometry didactics course in the Baccalauréat en enseignement en adaptation scolaire et sociale program, and has previously taught this course in other Quebec universities and educational training programs. Her doctoral studies focused on a central element of geometry: the development of spatial sense. Her thesis brought together the sports practices that enable this development and those carried out in junior high school mathematics classes. Since then, her research has led her to analyze and propose ways of enriching the teaching of spatial sense and, more generally, of PSGM at primary level, for students in difficulty or in difficult teaching contexts (e.g.: underprivileged environments and multi-level classes).
