The goal of this project was to find a model that facilitated the interpretation of students' cognitive activity in the learning process. The following hypothesis was made : the identification of components that stimulate knowledge reorganization in students will allow the adaptation of orthopedagogical interventions in order to prevent the appearance of persistent difficulties in mathematics. Three special education teachers participated in an experiment, which took place between November and June of the same school year. The analysis of the data reveals the implications of such an experiment, the problems the special education teachers encountered and the steps taken to appropriate the model studied. Finally, this analysis shows the importance of proposing a flexible model that teachers can modify.