none 10.7202/1077971ar McGill University Library and Archives McGill University Library and Archives 10976 127832605 169386 1111 10.26443 2025-01-23T21:38:23Z 2021-06-15T17:31:05Z 0 McGill Journal of Education mje 1916-0666 2020 55 2 Ildiko Pelczer Université Concordia Elena Polotskaia Université du Québec en Outaouais Olga Fellus Université d’Ottawa Dans nos projets antérieurs, nous avons développé une approche à l’enseignement de résolution de problèmes écrits permettant aux élèves de mieux comprendre les relations quantitatives qui se présentent dans un problème et ainsi de mieux planifier leur démarche de résolution. Nous avons utilisé la méthode de l’entretien d’enseignement pour tester l’applicabilité de l’approche dans le cas d’élèves ayant une dyslexie développementale. Nous présentons certains résultats d’expérimentation auprès d’un élève particulier. Nos données suggèrent que : a) la compréhension de la structure mathématique d’un problème est indépendante de la connaissance numérique de base de l’élève, et b) il existe des conditions permettant à l’élève de saisir les relations quantitatives malgré certaines difficultés associées à une dyslexie et une dyscalculie. In our previous studies, we developed an approach to teaching problem-solving we termed Equilibrated Development that allows students to better understand the quantitative relationships that arise in a mathematical problem and to better choose a solution strategy. We used the method of a teaching experiment to evaluate the applicability of the developed approach to cases of students with dyslexia and to modify it, if necessary, to meet these students’ needs. 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