{"id":5803,"date":"2023-10-27T14:35:10","date_gmt":"2023-10-27T12:35:10","guid":{"rendered":"https:\/\/edu.ge.ch\/site\/capintegrationdev\/?p=5803"},"modified":"2025-06-20T15:20:29","modified_gmt":"2025-06-20T13:20:29","slug":"dyscalculie-2","status":"publish","type":"post","link":"https:\/\/edu.ge.ch\/site\/capintegration\/dyscalculie-2\/","title":{"rendered":"Dyscalculie"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:100%;--awb-margin-top-large:0px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-1\"><p style=\"text-align: justify\" align=\"justify\">La notion de\u00a0<strong style=\"font-weight: bold\">dyscalculie d\u00e9veloppementale<\/strong>\u00a0pr\u00e9sente en l\u2019\u00e9tat actuel des connaissances une incertitude th\u00e9orique. Selon les approches neuro-psychologique, psycho-cognitive ou d\u00e9veloppementale, elle peut se d\u00e9finir comme un trouble sp\u00e9cifique du calcul ou plus largement de l\u2019arithm\u00e9tique ou des math\u00e9matiques.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Cependant, comme la dyslexie, on peut la d\u00e9finir par exclusion\u00a0: elle ne r\u00e9sulte ni d\u2019un retard mental, ni d\u2019un enseignement inappropri\u00e9, ni d\u2019un d\u00e9ficit sensoriel. Elle est souvent associ\u00e9e \u00e0 la dyslexie (60%), \u00e0 des troubles de l\u2019attention (TDAH) (25%) ou des troubles visuo-spatiaux.<\/p>\n<p style=\"text-align: justify\">On peut donc consid\u00e9rer la dyscalculie comme\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un\u00a0<strong style=\"font-weight: bold\">trouble primaire<\/strong>, r\u00e9sultant d\u2019un dysfonctionnement cortical par perte de mati\u00e8res grises dans les sillons intra-pari\u00e9taux d\u00e9di\u00e9s aux traitements num\u00e9riques, aux gnosies digitales (reconnaissance \u00e0 l\u2019aveugle de ses doigts), \u00e0 la diff\u00e9renciation gauche-droite et \u00e0 l\u2019\u00e9criture\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un\u00a0<strong style=\"font-weight: bold\">trouble secondaire\u00a0<\/strong>s\u2019inscrivant dans un trouble plus g\u00e9n\u00e9ral des fonctions cognitives\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un\u00a0<strong style=\"font-weight: bold\">trouble g\u00e9n\u00e9ra<\/strong>l du d\u00e9veloppement des fonctions logico-math\u00e9matiques dans lequel la construction du nombre est corr\u00e9lative du d\u00e9veloppement de la logique (en r\u00e9f\u00e9rence \u00e0 la th\u00e9orie piag\u00e9tienne).<\/li>\n<\/ul>\n<h4 style=\"text-align: justify\">Dyscalculie comme trouble num\u00e9rique de base (primaire)<\/h4>\n<p style=\"text-align: justify\" align=\"justify\">L\u2019hypoth\u00e8se actuelle la plus relev\u00e9e soutient que les enfants qui pr\u00e9sentent une dyscalculie souffrent d\u2019une difficult\u00e9 de\u00a0<strong style=\"font-weight: bold\">d\u00e9veloppement d\u2019une repr\u00e9sentation num\u00e9rique exacte<\/strong>(magnitude) \u00e0 partir surtout d<strong style=\"font-weight: bold\">es symboles\u00a0<\/strong>(chiffres arabes et verbaux).<\/p>\n<p style=\"text-align: justify\" align=\"justify\">D\u00e8s les premiers mois de la vie, l\u2019enfant a deux syst\u00e8mes \u00e0 sa disposition lui permettant de diff\u00e9rencier des collections d\u2019objets de taille diff\u00e9rente\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un syst\u00e8me permettant de se\u00a0<strong style=\"font-weight: bold\">repr\u00e9senter imm\u00e9diatement<\/strong>\u00a0des collections de moins de quatre \u00e9l\u00e9ments, qui \u00e9volue vers le subitizing (d\u00e9nombrement imm\u00e9diat sans comptage) chez l\u2019adulte\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un syst\u00e8me permettant une\u00a0<strong style=\"font-weight: bold\">repr\u00e9sentation approximative de la grandeur num\u00e9rique<\/strong>\u00a0des plus grandes quantit\u00e9s\u00a0: distinction chez le b\u00e9b\u00e9 de 6 mois de collections entretenant un rapport de \u00bd (4 et 8 par exemple\u2026) et de 2\/3 chez le b\u00e9b\u00e9 de 9 mois (6 et 9\u2026).<\/li>\n<\/ul>\n<p style=\"text-align: justify\" align=\"justify\">Cette acuit\u00e9 num\u00e9rique se d\u00e9velopperait tout au cours de l\u2019enfance mais deux fois plus lentement chez les sujets pr\u00e9sentant une dyscalculie p\u00e9nalisant, avec persistance, la construction d\u2019une repr\u00e9sentation num\u00e9rique des symboles arabes et verbaux relev\u00e9e plus haut.<\/p>\n<h4 style=\"text-align: justify\">Dyscalculie comme secondaire \u00e0 un trouble cognitif<\/h4>\n<p style=\"text-align: justify\">Plusieurs facteurs cognitifs g\u00e9n\u00e9raux principaux sont mentionn\u00e9s comme causes possibles\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un trouble visuo-spatial\u00a0:\n<ul class=\"spip\">\n<li>dans le d\u00e9nombrement d\u2019objets notamment lorsque la collection est dispos\u00e9e al\u00e9atoirement<\/li>\n<li>dans l\u2019orientation de droite \u00e0 gauche (unit\u00e9s \u00e0 droite, dizaines \u00e0 gauche\u2026)\u00a0;<\/li>\n<li>dans la notation positionnelle (210 <i>vs<\/i> 201)\u00a0;<\/li>\n<li>dans la disposition des nombres (par exemple en colonnes)\u00a0;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un d\u00e9faut de la repr\u00e9sentation mentale des doigts (<strong>dysgnosie digitale<\/strong>, maladresse) pourrait perturber \u00e9galement l\u2019acquisition des capacit\u00e9s num\u00e9riques, les doigts jouant un r\u00f4le de pr\u00e9-repr\u00e9sentation du nombre chez le jeune enfant (avant 8 ans)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un trouble de langage\u00a0: dans l\u2019apprentissage de la suite des nombres, leur lecture \/ \u00e9criture ou transcodage (passage du verbal aux chiffres et r\u00e9ciproquement)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un trouble de la m\u00e9moire de travail (difficult\u00e9 de r\u00e9tention temporaire verbale ou visuelle de l\u2019information num\u00e9rique)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un trouble de la m\u00e9moire \u00e0 long terme\u00a0: difficult\u00e9s de r\u00e9cup\u00e9ration directe en m\u00e9moire des faits num\u00e9riques (exemple\u00a0: 6 x 7 = 12, 36, 42, 49 ou 56\u00a0?\u00a0: interf\u00e9rence entre chiffres se retrouvant en r\u00e9sultat d\u2019op\u00e9rations de chacun d\u2019eux)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>un trouble attentionnel.<\/li>\n<\/ul>\n<h4 style=\"text-align: justify\">Dyscalculie et troubles logico-math\u00e9matiques<\/h4>\n<p style=\"text-align: justify\" align=\"justify\">Selon Jean Piaget le nombre ne devient chez le jeune enfant une notion op\u00e9ratoire que lorsque ce dernier est capable de concevoir la conservation de\u00a0<strong style=\"font-weight: bold\">l\u2019extension d\u2019une collection<\/strong>(invariance \u00e0 la modification de la forme de cette collection),\u00a0<strong style=\"font-weight: bold\">la s\u00e9riation des \u00e9l\u00e9ments d\u2019une collection<\/strong>\u00a0(mise en ordre) et\u00a0<strong style=\"font-weight: bold\">l\u2019inclusion des classes<\/strong>\u00a0(pomme\u00a0<i>vs<\/i>\u00a0fruit).<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Ce n\u2019est que lorsque la conservation, les inclusions et les s\u00e9riations seront int\u00e9gr\u00e9es en une totalit\u00e9 op\u00e9ratoire, que le nombre sera v\u00e9ritablement construit. En effet le nombre se d\u00e9finit par son invariance quels que soient la configuration ou la forme de ses \u00e9l\u00e9ments, son ordre, du plus petit au plus grand, et sa cardinalit\u00e9, le dernier \u00e9l\u00e9ment d\u00e9nombr\u00e9 d\u00e9finissant la quantit\u00e9 pr\u00e9cise de la collection. Un retard dans cette construction op\u00e9ratoire implique donc des difficult\u00e9s dans la compr\u00e9hension du champ num\u00e9rique.<\/p>\n<p style=\"text-align: justify\">En r\u00e9sum\u00e9, les troubles dyscalculiques sont de trois natures\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>nature <strong>conceptuelle<\/strong>\u00a0: mauvaise compr\u00e9hension des principes du d\u00e9nombrement (correspondance terme \u00e0 terme, ordre stable, cardinalit\u00e9, abstraction, non pertinence de l\u2019ordre de d\u00e9nombrement) et de la signification des nombres (difficult\u00e9 d\u2019acc\u00e8s \u00e0 la repr\u00e9sentation s\u00e9mantique (estimation) du nombre (magnitude) \u00e0 partir d\u2019un code symbolique verbal ou arabe)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>nature <strong>proc\u00e9durale<\/strong>\u00a0: d\u00e9veloppement lent des proc\u00e9dures de calcul, par exemple, choix d\u2019une strat\u00e9gie qui consiste \u00e0 partir du plus grand nombre dans l\u2019addition (3 + 5 = <strong>5<\/strong> + 3 = 8\u00a0: six-sept-huit) ou encore, dans les op\u00e9rations \u00e9crites, du respect de l\u2019ordre de traitement des chiffres (505 &#8211; 318 = 213 au lieu de 187)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>nature <strong>fonctionnelle<\/strong>\u00a0: probl\u00e8me d\u2019acc\u00e8s aux connaissances en m\u00e9moire avec un possible d\u00e9ficit des processus d\u2019encodage, de transcodage et de maintien de l\u2019information sous forme visuelle ou verbale. On peut citer les difficult\u00e9s de lecture et d\u2019\u00e9criture des nombres, d\u2019apprentissage de la suite irr\u00e9guli\u00e8re num\u00e9rique <strong>verbale<\/strong> fran\u00e7aise ( \u00ab\u00a0onze\u00a0\u00bb, \u00ab\u00a0treize\u00a0\u00bb, \u00ab\u00a0seize\u00a0\u00bb,&#8230; ) et des faits num\u00e9riques (diff\u00e9rentes tables d\u2019addition, de multiplication&#8230;) de ma\u00eetrise des codes <strong>arabe<\/strong> (orientation gauche-droite, alignement) et <strong>analogique<\/strong> (difficult\u00e9 de d\u00e9nombrement par pointage d\u2019une collection surtout dispos\u00e9e al\u00e9atoirement.<\/li>\n<\/ul>\n<p style=\"text-align: justify\" align=\"justify\">Selon que l\u2019on consid\u00e8re l\u2019une ou l\u2019autre cat\u00e9gorie de dyscalculie, la pr\u00e9valence varie de 1,3% sans trouble associ\u00e9 \u00e0 5-6\u00a0% voire 10% associ\u00e9e \u00e0 un trouble de lecture, un trouble attentionnel ou praxique. En g\u00e9n\u00e9ral, elle est beaucoup moins fr\u00e9quente que la dyslexie et touche aussi bien les gar\u00e7ons que les filles.<\/p>\n<\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-margin-top:50px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-stretch fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_3 1_3 fusion-flex-column fusion-flex-align-self-stretch en-savoir-plus\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:20px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-2\"><h3>En savoir plus<\/h3>\n<ul>\n<li><a href=\"http:\/\/www.rts.ch\/la-1ere\/programmes\/on-en-parle\/?date=26-04-2010\">La dyscalculie<\/a> &#8211; <em>RTS.ch, \u00ab\u00a0On en parle\u00a0\u00bb, 26.4.2010<\/em><\/li>\n<li><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/wp-content\/uploads\/sites\/6\/2014\/09\/Thevenot-Masson-2013-Am%C3%A9liorer-les-comp%C3%A9tences-num%C3%A9riques.pdf\">Am\u00e9liorer les comp\u00e9tences num\u00e9riques<\/a><\/li>\n<li><a href=\"http:\/\/www.lacourseauxnombres.com\/nr\/home.php\">logiciel 1 gratuit pour entra\u00eener chez les jeunes enfants la construction du nombre<\/a><\/li>\n<li><a href=\"http:\/\/www.attrape-nombres.com\/an\/home.php\">logiciel 2 gratuit pour entra\u00eener chez les jeunes enfants la construction du nombre<\/a><\/li>\n<li><a href=\"https:\/\/edu.ge.ch\/sem\/sites\/default\/files\/2022-10\/Troubles%20dys%20-%20mai%202022_0.pdf\">Bibliographie sur les troubles dys- propos\u00e9e par la m\u00e9diath\u00e8que du SEM<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_3 1_3 fusion-flex-column\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:25px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-3\"><h3>Suggestions p\u00e9dagogiques<\/h3>\n<\/div><div class=\"fusion-blog-shortcode fusion-blog-shortcode-1 fusion-blog-archive fusion-blog-layout-medium fusion-blog-no fusion-blog-no-images related-link\"><div class=\"fusion-posts-container fusion-posts-container-no fusion-no-meta-info\" data-pages=\"0\"><article id=\"blog-1-post-5335\" class=\"fusion-post-medium post-5335 post type-post status-publish format-standard hentry category-dyscalculie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/5335\/\">Informations du CSPS pour les \u00e9l\u00e8ves avec une dyscalculie<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-5191\" class=\"fusion-post-medium post-5191 post type-post status-publish format-standard hentry category-dyscalculie-troubles-dys-suggestions-pedagogiques category-dysgraphie-troubles-dys-suggestions-pedagogiques category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-dysphasie-troubles-dys-suggestions-pedagogiques category-dyspraxie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/references-bibliographiques-et-documentaires-2\/\">R\u00e9f\u00e9rences bibliographiques et documentaires<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<\/div><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-flex-column\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:25px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-4\"><h3>Mesures de soutien<\/h3>\n<\/div><div class=\"fusion-blog-shortcode fusion-blog-shortcode-2 fusion-blog-archive fusion-blog-layout-medium fusion-blog-no fusion-blog-no-images related-link\"><div class=\"fusion-posts-container fusion-posts-container-no fusion-no-meta-info\" data-pages=\"0\"><article id=\"blog-2-post-7954\" class=\"fusion-post-medium post-7954 post type-post status-publish format-standard hentry category-amenagements-formels category-soutiens\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/procedure-pour-une-demande-damenagements-formels\/\">Proc\u00e9dure pour une demande d&rsquo;am\u00e9nagements formels<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-2-post-7923\" class=\"fusion-post-medium post-7923 post type-post status-publish format-standard hentry category-amenagements-formels category-soutiens\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/en-quoi-consiste-les-amenagements-formels\/\">D\u00e9finition des am\u00e9nagements formels<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":36,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[6,8],"tags":[],"class_list":["post-5803","post","type-post","status-publish","format-standard","hentry","category-domaines","category-troubles-specifiques-des-apprentissages"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Dyscalculie - Cap Int\u00e9gration Gen\u00e8ve<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" 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