Enseignement de la mathématique et exercices de verbalisation chez les enfants caractériels

Abstract

Problem children have great difficulties, as well to study any kind of language as to study mathematics. Papy F. and Papy G. have described a method to teach mathematics in the primary school. This method, based upon a non verbal language, has been applied to several groups of problem children. It gave them the opportunity to progress a lot in mathematics. We study now the (possible) influence of this method on the evolution of their language and so of their psycho-pathological behaviour.

Innate universals do not solve the negative feedback problem

“…Cazden (1966) and Bernstein et al (1969) have shown that socially disadvantaged children do not master the coreference constraints. Our own research shows that logical structures can be introduced in a nonverbal way and that socially disadvantaged children transfer the acquired structures to the natural language (Cordier & Lowenthal 1973;Cordier et al 1975;Lowenthal 1972;1973).…”