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Apprentissage du nombre et élèves à besoins éducatifs particuliers

Abstract : The aim of this paper is to present the PIMS project (Inclusives Practices in School Mathematics) which is one of the projects of the observatory OPHRIS. One of the purposes of the project PIMS is to study the practices of the teachers in CLIS (Classes for the School Inclusion) and certain effects of these practices on the disabilities pupils’ learning. To study these practices, we set up a research-training device and our theoretical framework is the joint teacher-pupils’ action theory. This device concerns four CLIS and four teachers. We present here the first results of this work in one of the classes about the learning of the number.
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Teresa Assude, Jean-Michel Perez, Jeannette Tambone, Aliette Vérillon. Apprentissage du nombre et élèves à besoins éducatifs particuliers. Éducation & Didactique, Presses Universitaires de Rennes, 2011, 5 (2), pp.65 - 84. ⟨10.4000/educationdidactique.1213⟩. ⟨hal-01429736⟩



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