Search results for "Overview"
showing 10 items of 158 documents
Robert de Montessus de Ballore, mathématicien, éditeur de l'Index Generalis 1919-1937
2010
Nous nous intéressons à l'Index Generalis, un annuaire des universités publié par le mathématicien Robert de Montessus de Ballore à partir de 1919. Des lettres récemment retrouvées de l'éditeur Albert Gauthier-Villars montrent que le projet de Robert de Montessus a pris forme dès 1917. L'expérience de l'édition acquise par Robert de Montessus au travers de son travail de recherches en Mathématiques a constitué un atout important pour la réussite d'un tel projet. Nous mettons en lumière la collaboration qu'a essayée de mettre en place Robert de Montessus avec la Commission Internationale de Coopération Intellectuelle dans un premier temps, puis l'Institut International de Coopération Intelle…
A model for instructional design in mathematics implemented in teacher education
2018
International audience; This paper presents a model for instructional design in mathematics and reports from student teachers' experimentation with it in secondary school. The model is framed within the theory of didactical situations in mathematics. It contributes to the research field through the notion of an epistemological model, which provides an enhanced understanding of the stage of ‘conception and a priori analysis' of didactical engineering. Findings show how the model is instrumental in creating student teachers' awareness of the impact of the milieu on the nature of the knowledge developed by the pupils.
Learning complex analysis in different branches – Project Spotlight-Y for future teachers
2018
International audience; At the University of Bremen in teaching complex analysis, we split the last part of the lecture into two branches according to profession: While future mathematicians deepen their understanding in a branch for them, future teachers take a branch of the lecture where they prepare a task with dynamical geometry software for pupils which is based on phenomena of complex analysis. Here, we describe the design of the course, some general aims and first results obtained from the branch for future teachers.
Reading data from graphs: a study on the role of language.
2015
International audience; The work described in this paper is framed in a larger study focused on written argumentations produced by university students in tasks regarding graphs, conversions between graphs and their analytic properties and relations among different graphs. Using the functional linguistics framework, we analyse difficulties related to an examination task on functions and their derivatives. The use of colloquial and literate registers in mathematics problem solving is the lens through which we analyse and discuss the errors. We draw attention to the difficulties concerning the use of literate registers and how these difficulties influence the errors in the interpretations of t…
Tool use in mathematics: A framework
2015
International audience; In the course of research into the interpretation of tools in the didactics of mathematics I found both voids and conflicts. This paper presents the results of my research and a resultant statement on tool use in mathematics education. The statement incorporates constructs from several theoretical frameworks and I consider the consistency of my statement on tool use with regard to activity theory.
Tasks and Digital Tools
2016
International audience; This chapter considers scholastic tasks with digital tools. The first two sections consider tasks in ‘ordinary’ classrooms (tasks for learning) and issues relating to tasks using mathematical software. The first section presents examples of tasks with digital tools to highlight potential problems and opportunities for learning. The second section considers issues arising from the literature on tasks design with and without digital tools. The final section looks at task-tool issues in larger-than-the-individual classroom research and in assessment; it also comments of avenues for further development
Mathematics teachers and digital tools
2016
International audience; This chapter considers mathematics teachers’ appropriation and classroom use of digital tools. The first section considers teachers—who are they, how are they conceived in the literature and what aspects of teachers have been studied? The second section examines twenty-first century research on mathematics teachers using digital tools. This sheds light on the complexity of mathematics teachers’ appropriation and classroom use of digital tools but what we find is that our focus is too narrow and we need to consider digital tools within the range of resources use in planning and realising their lessons, which leads us to the third section, mathematics teachers using re…
From art to geometry: Aesthetic and beauty in the learning process
2015
Starting from the concept that knowledge comes as element of mediation between the convergent thinking, founded on experience, and the divergent thinking, placed in the perceptive, intuitive, creative dimension, in this paper we want to present an idea for developing an educational path combining the concept of “beauty” and some historical notes. It is possible to use this dissertation as a starting point to conceive a geometric laboratory that drawing inspiration from artistic works, get to create geometric shapes provided with fascinating symmetries
An empirical study of the understanding of formal propositions about sequences, with a focus on infinite limits
2018
International audience; In this paper, we analyze the answers of one group of high-school students and two groups of first-year University students to a questionnaire designed to test their level of recognition and understanding of the formal definition of the concept of infinite limit. Although this empirical study is ancillary to a larger project centred on didactic engineering, its analysis sheds light on the key issue of the logical prerequisites for the learning of the fundamental concepts of analysis. It also provides a new tool to investigate students' concept-image of limits, and assess the impact of teaching contexts and teaching paths.
Are all denumerable sets of numbers order-isomorphic?
2018
International audience; In this paper we study cognitive conflicts on the issue of number sets being dense, ordered and denumerable. We first provide historical-epistemological background related to these notions. Then we consider the cognitive conflicts under the lenses of concept image and concept definition, which we use to analyse empirical data collected in order to understand better the didactical and cognitive issues at stake.