A thesis on dyscalculia reveals cognitive biases impacting mathematics learning in children in Benin

The thesis by Sixtine Omont-Lescieux, defended at the University of Paris Cité, highlights that 1.3% to 10% of children suffer from developmental dyscalculia, hindering their acquisition of mathematical skills. This research, validated by the ABES/STAR network, emphasizes the importance of rethinking mathematics teaching methods to overcome these cognitive biases.

Sixtine Omont-Lescieux's research, within the LaPsyDÉ laboratory - UMR 8240, addresses how cognitive biases influence numerical cognition in children. It highlights that underlying mechanisms, often overlooked, affect the understanding of fractions and proportions, which are essential in mathematical education. These biases can have repercussions on mathematics learning from a young age.

The results show that 73% of 15-year-old students in Germany exhibit a denominator neglect bias in proportional choice tasks. This research reveals that infants possess basic mathematical abilities, but cognitive biases can develop and hinder their understanding. These data underscore the urgency of adapting teaching methods to better support these children.

The implications of this research are significant for educational decision-makers. It is recommended to improve mathematics teaching methods to overcome the identified cognitive biases. By integrating evidence-based approaches, it is possible to optimize mathematics learning and meet the specific needs of students, while considering the challenges of adopting new methods.

« « Developmental dyscalculia affects between 1.3% and 10% of children, which underscores the importance of adapting our teaching methods to improve their understanding of mathematics. » - Sixtine Omont-Lescieux »

« « This research paves the way for innovative solutions for mathematics teaching, essential for decision-makers wishing to improve children's education. » - The Lektaris team »