Search results for " Overview."
showing 10 items of 153 documents
Algebraic continued fractions : the contribution of Robert de Montessus de Ballore (1870-1937)
2011
International audience; Après avoir donné quelques éléments biographiques sur le mathématicien français Robert de Montessus (1870-1937), nous expliquons quel a été son apport dans la théorie des fractions continues algébriques. Nous revenons notamment sur son célèbre théorème démontré en1902.
Notes sur la vie et l'oeuvre de Robert de Montessus de Ballore 1870-1937
2010
Nous donnons des éléments de la vie et de la carrière du mathématicien Robert de Montessus de Ballore. Récompensé en 1906 par un Grand Prix de l'Académie des Sciences pour ses travaux sur les fractions continues algébriques, son nom est resté dans le domaine de l'approximation au sens de Padé. Nous montrons à travers cette biographie que l'activité de Robert de Montessus ne se résume pas à son théorème démontré en 1902 mais que celle-ci fut variée et riche, touchant à de nombreux domaines.
Une photographie inédite du probabiliste et statisticien Hermann Laurent (1841-1908)
2018
International audience
Task design for Engineering Mathematics: process, principles and products
2018
International audience; We present and analyse principles and process employed at the Danish Technical University to use authentic problems from engineering (APE) in a first year mathematics course, along with some of the products (actual student assignments).
Capturing learning in classroom interaction in mathematics: Methodological considerations
2015
International audience; This paper discusses issues of how to transcribe and analyze video-recordings when studying learning in small group work in mathematics. Since bodily features of interaction and the use of artefacts play important roles in mathematical reasoning, a multimodal approach to transcribing is necessary. Thus, the theoretical grounding for transcriptions has to be in accord with the perspective on learning adopted in the analysis. In the paper, the principles for studying what Radford (2000) refers to as knowledge objectification processes when learning mathematics will be discussed.
Teachers' initiating change in practice due to variation of progression of didactical time
2015
International audience; This study aims at identifying situations where time can act as a condition for change in teacher practice. A design based research methodology was applied and teachers where offered help designing mathematics tasks they would want to use in the classroom. All the discussions from this collaboration were analysed using timescales as analytical categories as described by Assude (2005). The findings show that in a diverse class, the difference in learning pace between students can condition change in the teachers practice.
Mathematics Teaching for Economics Students, But How?
2018
International audience; The research presented in this poster addresses the poor performance of many economics students in their first mathematics course at university level. Two different universities are involved in the research, trying to answer the question of “how to structure teaching in mathematics to economics students at university level to strengthen their mathematical competences?”
A Study of Students' Reasoning About “There exists no ...”
2018
International audience; In this paper, we report findings from two studies of students' engagement in metatheoretical tasks drawn from a model of the reasoning requirements of a proof by contradiction. The studies explored students' engagement in and success with the tasks, as well as the similarities and differences in students' and mathematicians' approaches. Findings indicate students tended towards syntactic, logical theory approaches while mathematicians gravitate towards semantic, mathematical theory approaches. Drawing on interview data, it is shown that students may use symbols to avoid employing fragile content knowledge, yet encounter further difficulties by viewing quantifiers as…
The constitution of the nature of mathematics in the lecturing practices of three university mathematics teachers
2015
International audience; The study reported in this paper investigates how notions of the nature of mathematical knowledge and mathematical objects are articulated in the discursive practices of three university mathematics teachers at a Swedish university. The data consists of video recorded lectures, and the analyses were informed by classifications presented by Lerman (1990) and Davis and Hersh (1981). The results indicate that different epistemological and ontological positions are indeed constituted through the discourse. Although the discourse is generally highly objectified, the ways in which mathematical objects are introduced differ. Mostly the discourse was within an ab-solutist pa…
Trustworthiness of information about students' competencies in fundamental concepts in calculus provided by written examination
2015
International audience; The research reported in this paper aims to explore how students' competencies in calculus are exposed when being assessed. Several different competencies are required to achieve proficiency in mathematics. However, one problem is when the main focus of the student lies within procedural fluency because this is what pays off in the final examination. In this paper, written examination and task-based interview are used to find information about one student's competence in using formulae, fluency in written procedures, and strategies used for solving tasks. It is argued that the information about the student's competencies seen through a task-based interview is differe…