The aim of this research is to increase knowledge about learning difficulties in mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first perspective, the difficulties are studied in terms of the learners' cognitive characteristics. This perspective highlights the need to develop interventions adapted to the specific characteristics of the student in difficulty. In the second perspective, learning difficulties are interpreted as the result of interactions between the student and the school system. This perspective considers teaching from the point of view of creating favourable conditions for learning through didactic interventions that take into account both the knowledge of the student and the mathematics tasks. During the last few decades, there have been many debates between the proponents of the first perspective and those of the second perspective. It is within this conflict that a third interpretative perspective emerged from the European work on the difficulties of learning in mathematics. This perspective based on an anthropo-didactic approach, adopts a dual theoretical anchoring (anthropological and didactic) to identify a whole class of explanatory phenomenon of difficulties that could not be cleared in one or other of the frameworks when taken alone. More specifically, this framework makes it possible to articulate sociological considerations, such as educational and didactic inequalities as well as the study of the student-teacher relationship. However, this perspective is relatively unknown to researchers and practitioners working in Quebec. In this context, the object of this research is to validate the anthropo-didactic approach as to the interpretation of learning difficulties in mathematics of elementary school children.
Rajotte, T. (2018). The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach. International Journal of Elementary Education, 7(1), 13. https://doi.org/10.11648/j.ijeedu.20180701.13