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Contribution à l’analyse de l'origine des difficultés individuelles d'accès aux mathématiques : Importance de la fonction d’évaluation des quantités

Abstract : Starting from the Scientific School Categorization (SSC) and the causes of the ineffectiveness of the discourses to increase the dissemination of the Scientific and Technical Culture (Las Vergnas,2011), this work looked at the learning difficulties of mathematics of a large proportion of the population. Among the discourse inefficiencies, the family of C1 causes “related to the individual” is the one that served as the basis for this research. It quickly became apparent that beyond. the “sociological” causes and the conative and scholastic barriers (Las Vergnas, 2011), the SSC analysis had to consider the works attributing mathematic difficulties to neurophysiological causes with different etiologies (dysfunction of the evaluation function, anxiety about mathematics, consequences of the gender categorization, self-esteem, etc…) Some authors even attribute to some of these causes an early prediction for mathematics aptitude. From these observations, it seemed interesting to make two experiments. The first was to explore the factors influencing the quality of the evaluation function. The second to verify the correlation between the first experience research participant results (evaluation function), and their resolution process of simple arithmetic problems – hence validating the predictability of the evaluation function. The problems used are varied (numeric problems, textual problems and visual problems). The first experiment aims at finding the influencing factors on the evaluation function. The Principal Components Analysis in (PCA) demonstrated that two factors substantially modify this function, both in term of response quality and response time. These two factors are the age and the education level. To a lesser extent, anxiety influenced the result too. The other tested factors appeared to be less impactful (by decreasing importance): education (scientific – literary), laterality, gender. Abstract The purpose of the second experiment was to check the correlation between the evaluation function tested in experiment one, and the resolution of different forms of simple mathematic problems. The results were not as expected, the correlation was found and the types of problems don’t show impact. It leads to an on-going reflection on the quality of the experimental material created for this experiment and how to redo another one of better quality.
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Contributor : Gérard Kubryk <>
Submitted on : Sunday, April 11, 2021 - 12:06:05 PM
Last modification on : Tuesday, April 13, 2021 - 3:23:00 AM


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Gérard Kubryk. Contribution à l’analyse de l'origine des difficultés individuelles d'accès aux mathématiques : Importance de la fonction d’évaluation des quantités. Education. Université Paris Nanterre, 2021. Français. ⟨tel-03195360⟩



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