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Accessibilité didactique et dynamique topogénétique : une étude de cas

Abstract : We compare two teaching sessions on the additive decomposition of a number - called “target number” situation - with a group of cognitive-disabled students. This comparison shows the importance of the topogenesis dynamics to create conditions for didactical accessibility. We identify three of these conditions which are not necessarily specific of that institution CLIS (classes for inclusive education), but thanks to them the mathematical knowledge acquires a central position in the educational project for these students.
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https://hal.univ-lorraine.fr/hal-01429876
Contributor : Lisec Ul <>
Submitted on : Monday, January 9, 2017 - 11:35:36 AM
Last modification on : Tuesday, May 25, 2021 - 9:52:03 AM

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  • HAL Id : hal-01429876, version 1

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Teresa Assude, Jean-Michel Perez, Geraldine Suau, Jeannette Tambone, Aliette Vérillon. Accessibilité didactique et dynamique topogénétique : une étude de cas. Recherches en Didactiques des Mathématiques, 2014, 34 (1), pp.33-57. ⟨hal-01429876⟩

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