Manipulatives in special education: help or hindrance?
Résumé
Our research focuses on semiotic issues in teaching and learning mathematics in special education. In this paper we examine the use and role played by manipulatives in a session that is intended to teach decimal numeration to students with mathematical learning difficulties. A semiotic analysis of the data (audio and video recordings) highlights discrepancies between the intention of the teacher providing manipulatives and the uses made by students, who are, however, very cooperative. We conclude with some suggestions for more appropriate use of the material.
Origine : Fichiers produits par l'(les) auteur(s)
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