Projects related to RITEAM:
This research, which is financed by the Région Auvergne-Rhône-Alpes and which is called Impact d’un jeu vidéo sur l’apprentissage des fractions chez l’enfant avec et sans trouble de l’apprentissage : aspects neuro-cognitifs et didactiques (Impact of a videogame about learning fractions on children with and without learning disability: neuro-cognitive and didactic aspects), takes place at the Cognitive Science Institute Marc Jeannerod in Lyon. The goal of this research is to assess the impact of the use of a didactic videogame about learning fractions in primary school. It is part of a new area of research integrating cognitive science (psychology and neuroscience) and didactic knowledge with the aim of understanding and improving school learning. The research is broken down into three specific objectives. The first one is the evaluation of the impact of the videogame on learning fractions and on the brain functions of typically developing children from all social backgrounds, playing the game in their families. The second specific objective is the evaluation of the impact of the videogame on learning fractions in children with deep learning difficulties in mathematics (dyscalculia, for example). The children are from all social backgrounds and play the game in their families. The third specific objective is the evaluation of the impact of the videogame on learning fractions in children who play the game in class, within a learning sequence constructed by the teacher.
The research started in September 2017 with the production of a diagnostic test to evaluate the knowledge and the skills of the students on fractions (later years of primary school) and with the first class’ experimentations in the last year of primary school and the first year of middle school.
A disorder between different disciplinary fields (disability, health and education): dyscalculia
Within the framework of the ongoing thesis (co-founded by the Université de Reims Champagne-Ardenne and the Communauté d’Agglomération de Châlons-en-Champagne), we ask the following questions: what is the status of mathematics education in the research on dyscalculia? How can we reconcile the different approaches (cognitive and didactic) for a better understanding of this disorder and to promote interaction between professionals? The aim is to create a detection tool for mathematical learning difficulties to help the dialogue between teachers and speech therapists, proposing a common inventory of children’s difficulties usable by both. For this, we rely on theoretical elements of mathematics education, of numerical cognition and on an analysis of the existing tests for the evaluation of basic school mathematical skills or in order to determine a medical diagnosis.
The teaching and learning processes in mathematics: MLD students
This research aims to investigate the teaching and learning processes in mathematics in the context of inclusive teaching, identifying MLD students.
For this reason, the research objective focuses on the analysis of the didactic conditions and choices (organisation of didactic activities, choice of the instruments to use, definition of tasks…) which can support learning in all students of the classroom.
We use at the same time the theoretical framework of cognitive psychology and neuroscience, and the one of mathematics education, to benefit from combined efficient information.
The research started in 2013 within a research-action group, called EduMath, composed of 30 primary and kindergarten teachers and a researcher (Elisabetta Robotti). It developed both case studies and experimentations on fractions and arithmetical facts, in particular in primary school, with approximately 400 students.
The results have been and are the subject of many publications.
Learning and teaching difficulties in mathematics
HEP Vaud Project , 2013/2017
The research goal is to help answer current questions about MLD in the school setting. The study deals with the complexity of intellectual disability diagnosis. At the same time, it proposes food for thought about support for difficulties in the school context. We would like to explore the correlations between learning difficulties and teaching difficulties. In particular, we believe that the term “dyscalculia” is used in quite inappropriate ways and that the consequences of a too quick and systematic categorisation of these school phenomena often leave teachers in uncomfortable professional situations (Deruaz & Dias, 2016 ; Dias & Deruaz, 2012). In Deruaz & Dias (2016), for example, we conducted a case study in relation to an individualised support system for secondary school students with difficulties. We showed that the particular character of the supports which were used allows us to put in perspective the idea of MLD. Our study refers to students of different levels of education. This continuity was necessary for a deep exploration of the correlation links that we want to highlight.