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La lettre de la Preuve |
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ISSN 1292-8763 |
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Eté 2004 |
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Un ESPACE NOUVEAU est à disposition dans la bibliographie pour recueillir les dernières THESES sur la preuve |
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A
NEW SPACE is
available on the bibliography to gather the last PHD THESIS about
proof
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| 2004 | |
| Chino K. (2004) The function of proof students construct to a proof problem (in Japanese). Tsukuba Journal of Educational Study in Mathematics 22, 53-62 | |
| Demongeot M. C.et Gandit M. (2004) Faire la figure, coder, écrire les hypothèses, démontrer que… Petit X, 63. | |
| Robert A. (2004) Un point de vue sur les spécificités du travail géométrique des élèves à partir de la quatrième : l’organisation des connaissances en niveaux de conceptualisation Petit X, 63. | |
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La première médaille Felix Klein de la Commission Internationale de l’Enseignement des Mathématiques est décernée au professeur Guy Brousseau. Cette médaille récompense la contribution essentielle que Guy Brousseau a apportée au développement de la didactique des mathématiques comme champ de recherche scientifique, à travers les travaux théoriques et expérimentaux qu’il a menés dans ce domaine pendant une quarantaine d’années. Pour cette occasion nous presentons ce texte inédit de G. Brousseau. Pour en savoir plus ...
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ICMI Freudenthal Medal 2003 |
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| The first Hans Freudenthal Award of the International Commission on Mathematical Instruction (ICMI) is awarded to Professor Celia Hoyles. This distinction recognises the outstanding contribution that Celia Hoyles has made to research in the domain of technology and mathematics education, both in terms of theoretical advances and through the development and piloting of national and international projects in this field, aimed at improving through technology the mathematics education of the general population, from young children to adults in the workplace. | ||||
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To read more...
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"A Proof Story" Providence, Rhode Island, United States |
Colloque: INRP Lyon |
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 The
Proof Project will hold a research conference, A "Proof Story"
Across the Grades: Building a Collaborative on the Teaching and Learning
of Proof in K-16 Mathematics.The conference brings together an international group of researchers and educators to begin a research collaborative that will coordinate individual and collective research programs in the teaching and learning of mathematical proof across grades K-16. The conference is funded in part by the National Science Foundation and is the first of several such meetings to be held over the next 3 years. |
La
recherche INRP « Argumentation et démonstration dans les
débats et discussion en classe» proposait «d'analyser
quelles modifications l'introduction d'un travail argumentatif entraîne
sur le régime de vérité des savoirs et sur la détermination
de leurs finalités, de mieux cerner la spécificité
disciplinaire et de dégager ce qui peut être transposable
et transversal. Elle regroupait des équipes de plusieurs IUFM (Aquitaine, Bourgogne, Pays de Loire, Picardie, et de l'Université de Haute-Alsace) et une équipe pluridisciplinaire de l'INRP. Au cours de cette recherche nous avons été conduits à expliciter et à confronter des conceptions de l'argumentation issues à l'origine de réflexions menées dans le cadre de didactiques de disciplines différentes. |
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Dynamic geometry environments like Cabri, allows its users
to drag a figure on the screen while preserving its structural properties,
that is, the properties that define the geometrical object under consideration.
This is well known and has been the key to a considerable amount of
research during the last years. Researchers and teachers have used the
possibility of dragging a figure to design didactical approaches to
organise the students' thinking leading to formal argumentation. The
high level of inductive evidence provided by Cabri, mainly through dragging,
constitutes a foundation stone in these approaches. But quite often,
students are told "to abandon" the CabriWorld after the inductive
work and are re-directed to paper and pencil mathematical reasoning.
It seems to us that this attitude, implying from the side of teachers
that paper and pencil is the official domain of mathematics, results
in the loss of a golden opportunity.We will introduce by means of examples,
a technique to show that the very important constructive inductive phase
can be completed by means of a process based on macros, to produce formal
proofs within the Cabri environment. This approach takes into account
the rules of deduction and rigor that are intrinsic to mathematical
thinking. |
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