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Mot éditorial du numéro thématique

Isabelle Deshaies, Charlaine St-Jean and Marilyn Dupuis Brouillette

Servir la norme ou l’élève ? Évaluation orthopédagogique en mathématiques

Nathalie Bisaillon and Naomie Fournier Dubé
This article presents a mathematics assessment method tailored to special education contexts. It documents how students experiencing learning difficulties develop number sense through five targeted tasks. Two student profiles are analyzed through the lenses of documenting, observing, and intervening, highlighting both strengths and challenges. Assessment is thus framed as a means of supporting learning rather than simply measuring performance. The findings underscore the importance of a reflective professional stance and tailored strategies that help reveal and nurture each student’s mathematical potential.

Pratiques enseignantes en mathématiques à l’éducation préscolaire en situations authentiques : apport de la collaboration interprofessionnelle

Robert Landry, Marilyn Dupuis Brouillette and Charlaine St-Jean
This study aims to better understand teaching practices in early mathematics education as they are enacted through authentic learning situations, as well as the role of interprofessional collaboration in supporting the coherence of these practices. Using an interpretive qualitative approach, it analyzes a collaborative project involving teachers, a speech-language therapist, and a special education teacher. The results show that authentic learning situations provide meaningful contexts for applying a range of mathematical knowledge, when supported by explicit didactical intentions and targeted interactions. The study also highlights how interprofessional collaboration contributes to a clearer articulation of mathematical knowledge and more coherent interventions, although they remain fragile without a supportive organizational environment. Finally, the findings contribute to a better understanding of the conditions required for developing coherent teaching practices in early childhood mathematics education.

Développement professionnel en ligne et en présence de l’éveil aux mathématiques : quelles conditions pour transformer les pratiques à l’éducation préscolaire ?

Isabelle Deshaies and Colombe Lemire
This article examines the classroom practices of 18 preschool teachers after completing a professional development course on supporting early mathematical learning, delivered in either an in-person or online format. The approach was grounded in Cognitively Guided Instruction, which integrates theory, reflection, and mentoring, while also drawing on the didactic transposition model for preschool education. The findings, based on the teachers’ self-reported practices, suggest that in-person training fostered reflective dialogue and led to a transformation in teaching practices, including more intentional planning, better-adapted pedagogical interventions, and more coherent integration of mathematical knowledge across various classroom contexts. In contrast, the online training resulted in relatively modest changes related primarily to the use of mathematical language. The study highlights the importance of collaborative, contextualized frameworks for integrating mathematics into play-based pedagogy.