Automne 2009

Publications 2009

Stacey K., Vincent J. (2009) Modes of reasoning in explanations in Australian eighth-grade in mathematics textbooks. Educational Studies in Mathematics 72(3), 271-288

Stylianides A. J., Stylianides G. J. (2009) Proof constructions and evaluations. Educational Studies in Mathematics, 72(2), 237-253

Myiakawa T., Winslow C. (2009) Didactical designs for students' proportional reasoning: an "open approach" lesson and a "fundamental situation". Educational Studies in Mathematics, 72(2), 199-218

Weiss M., Herbst P. and Chen C. (2009) Teacher's perspectives on "authentic mathematics" and the two-column proof form Educational Studies in Mathematics, 70(3), 275-293

Furinghetti F. and Morselli F. (2009) Every unsuccessful problem solver in unsuccessful in his or herown way: affective and cognitive factors in proving. Educational Studies in Mathematics, 70(2), 71-90

Stylianides G. J. and Stylianides A. J. (2009) Facilitating the transition from empirical arguments to proof Journal for research in mathematics education 40(3), 314-352

Boero P., Consogno V., Guala E., Gazzolo T. (2009) Research for innovation: A teaching sequence on the argumentative approach to probabilistic thinking in Grades I-V and some related basic research results Recherche en Didactique des Mathematiques 29(1)

Chellougui F. (2009) L’utilisation des quantificateurs universel et existentiel en première année d’université, entre l’explicite et l’implicite Recherche en Didactique des Mathematiques, 29(2)

Cross D. I. (2009) Creating optimal mathematics learning environments: combining argumentation and writing to enhance achievement International Journal of Science and Mathematics Education, 7(5), 905-930.

Leung I. K. C. (2009) Teaching and learning of inclusive and transitive properties among quadrilaterals by deductive reasoning with the aid of SmartBoard ZDM-The International Journal on Mathematics Education 40(6), 1007-1021.

Esmonde I. (2009) Explanations in Mathematics Classrooms: A Discourse Analysis Canadian Journal of Science, Mathematics and Technology Education 9(2), 86-99.

Nachlieli T., Herbst P., Gonzàles G. (2009) Seeing a Colleague Encourage a Student to Make an Assumption While Proving: What Teachers Put in Play When Casting an Episode of Instruction Journal for Research in Mathematics Education, 40(4), 427-459.

Stylianides G. J. (2009) Reasoning-and-Proving in School Mathematics Textbooks Mathematical Thinking and Learning, 11(4), 258-288.

Weber K. (2009) Book review Theorems in School: From History, Epistemology, and Cognition to Classroom Practice Paolo Boero (Ed.). Rotterdam: Sense Publishers, 2007 Mathematical Thinking and Learning, 11(4), 289-294.

Cusi A., Malara N. (2009) Improving Awareness about the Meaning of the Principle of Mathematical Induction Revista de Investigación en Didáctica de la matemática, 4(1), 51-72

Di Paola B., Spagnolo F. (2009) Argumentation and Proving in Multicultural Classes: A didactical experience with Chinese and Italian students Journal of Mathematics Education, 2/1, 1-14

Publications 2008

Hatzikiriakou K. & Metallidou P. (2008) Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints International Journal of Science and Mathematics Education 7/1, 81-101

Schwarz B., Leung I. K. C., Buchholtz N., Kaiser G., Stillman G., Brown J.and Vale C. (2008) Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries ZDM-The International Journal on Mathematics Education 40/5, 791-811

Corleis A., Schwarz B., Kaiser G., Leung I. K. C. (2008) Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong ZDM-The International Journal on Mathematics Education 40/5, 813-832

Harel, G. (2008) A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base ZDM-The International Journal on Mathematics Education 40/5, 893-907

Leung I. K. C. (2008) Teaching and learning of inclusive and transitive properties among quadrilaterals by deductive reasoning with the aid of SmartBoard ZDM-The International Journal on Mathematics Education 40/6, 1007-1021

Bagni G. T. (2008) A theorem and its different proofs: history, mathematics education and the semiotic-cultural perspective. Canadian Journal of Science, mathematics and technology education. 8(3) 217-232

Ortiz A. (2008) Lógica y Pensamiento Aritmético. Revista de Investigación en Didáctica de la matemática, 3(2) 51-72

Stylianides G. J. and Stylianides A. J. (2008) Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning Mathematical Thinking and Learning 10(2), 103-133

Inglis M., Simpson A. (2008) Conditional inference and advanced mathematical study: further evidence. Educational Studies in Mathematics, 67(3), 187-204

Gibel A. (2008) Analyse en théorie de situations d'une séquence destinée à développer les pratiques du raisonnement en classe de mathématiques à l'école primaire. Annales de Didactique et de Sciences Cognitives, 13, 5-39 Irem de Strasbourg.

Bjuland R., Cestari M. L., Borgersen H. E. (2008) The Interplay Between Gesture and Discourse as Mediating Devices in Collaborative Mathematical Reasoning:A Multimodal Approach Mathematical Thinking and Learning, 10(3), 271-292.

PME 33
Research Reports: full text

Baccaglini-Frank A., Mariotti M. A., Antonini S. (2009) Different perceptions of invariants and generality of proof in dynamic geometryIn Tzekaki M.,
Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education
vol. 2, 89-96

Barkai R., Tabach M., Tirosh D., Tsamir P. and Dreyfus T.  (2009) Highschool teachers'knowledge about elementary number theory proofs constructed by students In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 2, 113-120

Boero P., Morselli F. (2009) Towards a comprehensive frame for the use of algebraic language in mathematical modelling and proving. In Tzekaki M.,
Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education
vol. 2, 185-192

Buchbinder O., Zaslavsky O.  (2009) A framework for understanding the status of exemples in establishing the validity of mathematical statements In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 2, 225-232

Camargo L., Samper C., Perry P. Molina O., Echeverry A.  (2009) Use of dragging as organiser for conjecture validation. In Tzekaki M.,
Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education
vol. 2, 257-264

Chin E-T., Liu C-Y. (2009) Developing eighth graders' conjecturing and convincing power on generalisation of number patterns In Tzekaki M.,
Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education
vol. 2, 313-320

Cusi A., Malara N. (2009) The role of the teacher in developing proof activities by means of algebraic language  In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 2, 361-368

Dooley T. (2009) The development of algebraic reasoning in a whole-class setting In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 2, 441-448

Kieran C., Guzman J. (2009) Developing teacher awareness of the roles technology and novel tasks: an example involving proofs and proving in high school algebra In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 3, 421-328

Komatsu K. (2009) Pupils' explaining process with manipulative objects In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 3, 393-400

Kunimune S., Kumakura H. Jones K., Fujita T. (2009) Lower secondary school students' understanding of algebraic proof In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 3, 441-448

Lee K-H. (2009) Analogical reasoning by the gifted In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 3, 505-512

Maher C. A., Mueller M., Yankelewitz D. (2009) A comparison of fourth and sixth grade students' resoning in solving strands of open-ended tasks In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 4, 73-80

Mamona-Downs J. (2009) Enhancement of students' argumentation through exposure to others' approaches In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 4, 89-96

Martinez M., Brizuela B. M. (2009) Modeling and proof in high school In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 4, 113-120

Nikolaos M., Despina P., Theodossios Z. (2009) Studying teachers' pedagogical argumentation In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 4, 121-128

Papageorgiou E.  (2009) Towards a teaching approach for improving mathematics inductive reasoning problem solving In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 4, 313-320

Ufer S., Heinze A., Reiss K.  (2009) Mental models and the development of geometric proof competency In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 5, 257-264

Yang K.-L. &  Lin F-L.  (2009) Designing innovative worksheets for improving reading comprehension of geometry proof In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 5, 377-384

Working Session: abstract

Leron U.,  Zaslavsky O. (2009) Generic proving: unpacking the main ideas of a proof In Tzekaki M., Kaldrimidou M., Sakonidis H. Poceedings of the 33rd Conference of the International Group for the Psychologyof Mathematics Education vol. 1, 197

Seminario Nazionale di Ricerca in Didattica della Matematica: Artefatti e segni a scuola: mediazione semiotica nella tradizione vygotskiana

Mariolina BARTOLINI BUSSI e Maria Alessandra MARIOTTI
Rimini
4-6 febbraio 2010

In questoseminario verrà illustrato il quadro teorico della mediazione semiotica in una prospettiva vygostkiana. Elementi chiave sono la nozione di artefatto e la nozione di segno. Lo scopo del quadro teorico è quello di inquadrare numerosi esperimenti didattici sviluppati a partire dagli anni novanta su temi diversi e a diversi gradi di scolarità e quello di disporre di uno strumento di progettazione di nuovi esperimenti, riguardanti sia tecnologie classiche che tecnologie dell’informazione, nei quali l’insegnante usa intenzionalmente un artefatto come strumento di mediazione semiotica.

Abstract. In this paper the theoretical framework of semiotic mediation after a vygotskian perspective is presented. Keywords are the notions of artifact and the notion of sign. Aims of the theoretical framework are to frame several teaching experiments carried out from the nineties concerning different subject matters and different students’ ages and to get a design tool for new experiments concerning resources from both classical and information technologies, where the teacher intentionally uses an artifact as a tool of semiotic mediation.

Programma

XXXVIII Seminario Nazionale: Argomentare, congetturare, dimostrare nell'insegnamento della matematica preuniversitaria

Paderno del Grappa
25-26-27-28 agosto 2009

Seminari:
M.A. Mariotti: Argomentare, congetturare, dimostrare nell’educazione matematica: una prospettiva internazionale. Argomentare, congetturare, dimostrare in geometria.
R. Garuti: Argomentare, congetturare, dimostrare nella scuola media.
F. Martignone: Processi di esplorazione e argomentazione con alcune macchine matematiche.
PL. Pizzamiglio: Argomentare e congetturare in matematica e in fisica: un confronto in prospettiva storica.
B. Scimemi: Argomentare, congetturare, dimostrare in aritmetica.
G.T. Bagni: Argomentare e congetturare per la nascita, lo sviluppo e la formalizzazione di “oggetti” matematici.
F. Ferri: Argomentare, congetturare, dimostrare nella scuola elementare.
M. Ascari: Argomentare, congetturare, dimostrare in analisi.
N. Malara: Argomentare, congetturare, dimostrare via linguaggio algebrico.
A. Cusi: Il linguaggio algebrico come strumento per dimostrare: l’interazione insegnante-allievo per uno sviluppo di nuove consapevolezze.
G. Artico: Argomentare, congetturare, dimostrare risolvendo problemi.

Proceedings of ICMI STUDY 19: Proof and proving in mathematics education

Conference proceedings are now accessible:

Volume 1

Volume 2

Editors:
Fou-Lai Lin, Feng-Jui Hsieh Gila Hanna, Michael de Villiers

The Department of Mathematics, National Taiwan Normal University Taipei, Taiwan

Copyright @ 2009 left to the authors
All rights reserved ISBN 978-986-01-8210-1
Cover and Logo Design: David Lin and Angela Karlina Lin
Layout: Yu-Shu Huang

Colloquium de didactique des mathématiques La démonstration : une logique en situation ?

Gilbert Arsac

vendredi 16 Octobre 2009, 16 h - 18 h
Institut Henri Poincaré – Amphithéâtre Hermite
11, rue Pierre et Marie Curie – Paris 5ème

Le titre choisi pourrait laisser croire qu’il va s’agir d’un exposé d’épistémologie. Il n’en est rien : le fil directeur est bien didactique, il s’agit d’étudier quelles questions peuvent être soulevées par diverses modélisations logiques très classiques qui ne seront d’ailleurs présentées que sur des exemples, lesquels suffiront à engendrer les questions. L’exposé se place dans la perspective d’un « pluralisme théorique » : un phénomène relatif à l’activité humaine est susceptible de nombreuses modélisations, dont plusieurs peuvent être éclairantes. Le point de vue proposé ici ne se veut nullement hégémonique. L’exposé est aussi élémentaire que possible, avec l’ambition de pouvoir être utile à la fois pour la formation initiale des maîtres, et pour des recherches didactiques pouvant utiliser par la suite des théorisations plus complexes.
Il cherche à répondre à quelques questions simples dont on peut penser aussi qu’elles sont fondamentales :

  • Peut-on parler de démonstration de façon élémentaire sans se limiter au cas de la géométrie ?
  • Peut-on en parler d’une façon qui soit pertinente à la fois pour la démonstration en 4ème (pas seulement en géométrie) et pour des démonstrations mathématiques de niveau élevé ?
  • En quel sens peut-on dire que la logique en mathématique est une « logique en situation » ?
  • Comment expliquer l’échec assez général des enseignements de logique visant à apprendre aux élèves ou étudiants à raisonner ?

Pour en savoir plus...

Editorial Board

Editors-in-chief – Bettina Pedemonte, Maria-Alessandra Mariotti
Associate Editors – Orly Buchbinder, Kirsti Hemmi, Mara Martinez
Redactor – Bettina Pedemonte
Scientific Board – Nicolas Balacheff, Paolo Boero, Daniel Chazan, Raymond Duval, Gila Hanna, Guershon Harel, Patricio Herbst, Celia Hoyles, Erica Melis, Michael Otte, Philippe Richard, Yasuhiro Sekiguchi, Michael de Villiers, Virginia Warfield