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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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Submitted on : Wednesday, May 23, 2018 - 9:10:51 PM
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Teresa Assude, Jean-Michel Perez, Géraldine Suau, Jeannette Tambone, Aliette Vérillon. Accessibilité didactique et dynamique topogénétique: une étude de cas. Recherches en Didactique des Mathematiques, La Pensee Sauvage, 2014, 34 (1), pp.33-57. ⟨hal-01798756⟩

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