La lettre de la Preuve |
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ISSN 1292-8763 |
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2000 |
Jones K. (2000) The Student Experience of Mathematical Proof at University Level. International Journal of Mathematical Education 31(1) 53-60. |
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ICME9 TSG-12 "Proof and
Proving in Mathematics Education" |
1999 |
Artmann B. (1999) Euclid - the creation of mathematics. Berlin: Springer Verlag. |
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Belfort E. (1999) Geometria Dinamîca e demonstrações na fromação continuada de professores. Cabri World 99 (p.34). São Paulo: PUC/SP. |
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Brown J. R. (1999) Philosophy of mathematics: An introduction to the world of proofs and pictures. New York: Routledge. |
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Cabrol-Hatimi C. (1999) Un Modèle de Formalisation des Argumentations Naturelles basé sur la notion de Force Persuasive. Application à la Planification des Idées. Thèse. Univesité de Toulouse 1. |
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Dreyfus T. (1999) Why Johnny can't prove. Educational Studies in Mathematics 38(1/3) 85-109 |
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Ermel (1999) Vrai ? Faux ? ... On en débat ! De l'argumentation à la preuve en mathématiques au cycle 3. Paris: INRP. |
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Gravina M. A. (1999) A demonstração em geometria: que possibilidades com o Cabri-geometry? Cabri World 99 (p.22). São Paulo: PUC/SP. |
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Mariotti M. A. (1999) Introducing pupils to proof: the mediation of Cabri. Cabri World 99 (p.20). São Paulo: PUC/SP. |
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Perry P. (1999) Algunos aspectos de la prueba en la clase de matemáticas. Revista EMA 5(1) 91-96. |
Les références qui suivent sont
extraites de : |
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Sallantin J., Szczeciniarz J.-J. (1999) Introduction, la preuve à la lumière (?) de l'intelligence artificielle. pp.1-28 |
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Imbert C. (1999) De la connaissance au calcul : implications épistémologiques du cognitivisme. pp.29-58 |
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Szczeciniarz J.-J. (1999) Descartes et Euclide : le cogito comme ultime preuve. pp.59-86 |
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Dosen K. (1999) Le programme de Hilbert. pp. 87-106 |
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de Costaz N., C. A., Béziau J.-Y. (1999) La logique paraconsistante. pp.107-116 |
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Pitrat J. (1999) Vers un métamatématicien artificiel. pp.117-138 |
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Marquis P. (1999) Sur les preuves non déductives en intelligence artificielle. pp. 139-158 |
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Belleannée C., Nicolas J., Vorc'h R. (1999) Vers un démonstrateur adaptatif. pp.159-196 |
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Balacheff N. (1999) Apprendre la preuve. pp.197-236 |
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Curien R. (1999) Preuves de la déduction automatique et analogie. pp.237-254 |
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Sallantin J. (1999) Les cadres probatoires. pp.255-278 |
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Zuber R. (1999) Règles, déduction, grammaire et langage. pp.279-298 |
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Vignaux G. (1999) Des régimes de preuves en langues et discours. pp.299-330 |
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Ferrier D. (1999) La preuve et le contrat. pp.331-350 |
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Gardin J.-C., Renaud M., Lagrange M.-S. (1999) Le raisonnement historique à l'épreuve de l'IA. pp.351-370 |
Archives |
Dewey J. (1903) The psychological and the logical in teaching geometry. Educational Review XXV, pp.387-399 |
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Lampert M. (1992). Practices and problems in teaching authentic mathematics. In F. Oser, A. Dick, and J.L. Patry (Eds.) Effective and responsible teaching: the new synthesis. San Francisco: Jossey Bass. |
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Lanford III O. E. (1986) Computer assisted proofs in analysis. International Congress of Mathematicians. RR IHES/P/87/16 Bures sur Yvettes. |
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Poincare H. (1903). Review of Hilbert's "Foundations of geometry" (Translated by E Huntington). Bulletin of the American Mathematical Society 10, 1-23. |
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Weyl H. (1944). David Hilbert and his mathematical work. Bulletin of the American Mathematical Society 50, 612-654. |
In Western culture, expressing one's own opinion
and confronting others are conceived of as
deepening the understanding of each other. Here,
better understanding of differences between
opinions is considered facilitating good human
relation. Barnlund pointed out that Japanese
traditional culture does not always place the
highest value on verbal communication in the
communicative activity. The goal of communication
in public is a harmony ("wa") among the
participants. Difference between opinions among the
participants is conceived of as a threat to the
harmony. Therefore, people tend to avoid explicit
expression of disagreement in public. The harmony
is often symbolized by uniformity or homogeneity in
appearance, behaviors, expressions, and so on,
within a community. Cooperation rather than
competition is highly valued within a community.
Therefore, a person who disregards the community's
obligations sometimes receives rather emotional
reactions--e. g., accusation, isolation, or
expulsion--than rational ones. It is well-known
that even in academic conferences, Japanese do not
openly argue with each other very much. Expressing
direct opposition is considered impolite:
Opposition is usually indirectly or euphemistically
expressed.
in Japan
Yasuhiro Sekiguchi
Mikio Miyazaki
A Longitudinal Study of Mathematical Reasoning: Student Development and School Influences 1999 - 2003 a project runned
by |
The 1992-1995 issues of the Bulletin of the are available online at the Mathematics ArXiv. |
This
project follows on from the "Justifying and
Proving in School Mathematics" project that ran from
1995 to 1999, which investigated high attaining Year 10
students' understanding of proof in the areas of algebra and
geometry. |
This is a good news announced by Julio Gonzalez Cabillon, the very efficient manager of the Historia Matematica Forum. In particular this archive includes the controversial article by Jaffe and Quinn on "Theoretical mathematics: Toward a Cultural Synthesis of Mathematics and Theoretical Physics", the famous Thurston reaction and other related papers : Arthur Jaffe, Frank Quinn. "Theoretical Mathematics: Toward a Cultural Synthesis of Mathematics and Theoretical Physics" Bull. Amer. Math. Soc. (N.S.) 29 (1993) 1-13. [NB] |
Vrai ? Faux ? On en débat ! une publication du groupe ERMEL |
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En
mathématiques, au cours moyen, les
élèves ont à débattre pour
déterminer si une proposition est vraie
ou fausse, et pourquoi. Ce travail de preuve s'appuie
sur une production et une critique d'arguments
mathématiques ; il nécessite le
recours à des connaissances et
l'utilisation de raisonnements. |
Mathematical Writing |
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The Math Forum's Internet Mathematics Library offers links to sites that have to do with mathematical writing. At the college level, here are two good starting points: Writing
in mathematics - Crannell. - Why Should You Have To Write Papers In A Math Class? Writing
a math phase two paper - Kleiman, Tesler,
MIT. |
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