La lettre de la Preuve |
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ISSN 1292-8763 |
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1999 |
Fiedler A. (1999) Using a Cognitive Architecture to Plan Dialogs for the Adaptive Explanation of Proofs. In: Proceedings of the 16th International Joint Conference on Artificial Intelligence (IJCAI, pp. 358--363). Morgan Kaufmann. |
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Flores A. (1999) Mechanical arguments in geometry. Primus 9(3) 241-250. |
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Haddas N., Hershkowitz R. (1999) The role of uncertainty in constructing and proving in computerized environment. PME XXIII, Volume 3, pp. 57-64. |
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Holland-Minkley A.M., Barzilay R., Constable R.L. (1999) Verbalization of High-Level Formal Proofs. In: National Conference on Artificial Intelligence (AAAI-99). |
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Netz R. (1999) The Shaping of deduction in Greek mathematics: A study in cognitive history. Cambridge University Press. |
Les références qui suivent sont
extraites de : |
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Baker M. (1999) The function of argumentation dialogue in cooperative problem-solving. Sic Sat 99, 27-33. |
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Hansen, H.V. (1999) Argumental deduction: A programme for informal logic. Sic Sat 99, 311-316 |
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Johnson R.H. (1999) The problem of truth for theories of argument. Sic Sat 1999, 411-415 |
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Levi D.S. (1999) Teaching Logic: How to Overcome the Limitations of the Classroom. Sic Sat 99, 514-518 |
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Oostdam R., de Glopper K. (1999) Students' Skill In Judging Argument Validity. Sic Sat 99, 621-625 |
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Powers L.H. (1999) Dividing by Zero &endash; and other mathematical fallacies. Sic Sat 99, 655-657 |
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Simons H.W. (1999) Problematizing Standards Of Argumentation To Students. Sic Sat 99, 742-745 |
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Wright M.H. (1999) Greek Mythic Conceptions of Persuasion. Sic Sat 99, 889-894 |
1998 |
Haddas N., Herschkowitz R. (1998) Proof in geometry as an explanatory and convincing tool. PME XXII, Volume 3, pp. 25-32 |
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Hoyles C. (1998) Steering Between Skills and Creativity: A Role for the Computer? In: Park H.S, Young M. Choe Shin H., Kim S.H. (eds) Proceedings of the First ICMI-East Asia Regional conference on Mathematics Education (pp. 211-226, pp. 227-242). Korea, Aug. 1998. (Also translated into Korean). |
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Hoyles C. (1998) A Culture of Proving in School Mathematics? In: Tinsley J.D. Johnson D. C. (eds) Information and Communications Technologies in School Mathematics (IFIP proceedings, pp.170-181). London: Chapman & Hall, |
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Hoyles C., Healey L. (1998) Students Performance in Proving: Competence or Curriculum? Proceedings of First Conference of the European Society for Research in Mathematics Education August 1998, Osnabruck, Germany. |
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Mariotti M. A. (1998) Introduzione alla dimostrazione all'inizio della scuola secondaria superiore. L'insegnamento della matematica e delle scienze integrate. 21B(3) 209-252 |
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Mogetta C. (1998) Il passaggio dall'argomentazione matematica alla dimostrazione in situaione di problem solving: elementi di rottura e di continuità cognitiva. L'insegnamento della matematica e delle scienze integrate. 21B(5) 429-460. |
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Netz R. (1998) Greek mathematical diagrams: their use and their meaning. For the Learning of Mathematics 18(3) 33-39 |
Archives |
Guin D., Groupe IREM IA (1989) Réflexions sur les logiciels d'aide à la démonstration en géométrie. Annales de Didactique et de Sciences Cognitives ( IREM de Strasbourg) 2, 89-109. |
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Guin D. (1996) A cognitive analysis of geometry proof focused on intelligent tutoring systems. In: Jean-Marie Laborde (ed.) Intelligent Learning Environments : the case of geometry (pp.82-93). Berlin: Springer Verlag. |
Pour initier des élèves de
collège aux preuves en mathématiques,
l'enseignement a naturellement
privilégié la démonstration
avec toutes les contraintes de rigueur qu'elle
impose. Mais depuis une dizaine d'années on
prête davantage d'attention à
l'argumentation en tant que moyen de convaincre,
soi-même ou les autres. Ce qui est
évidemment une condition nécessaire
pour qu'une preuve fonctionne comme preuve. Le
propos de cette note n'est pas de chercher les
raisons de ce déplacement
d'intérêt. Certaines sont
évidentes : il y a l'accent mis sur le
travail de recherche pour lequel la
démonstration apparaît comme
l'aboutissement, et il y a aussi le
caractère incompréhensible, pour
beaucoup d'élèves, de l'exigence de
démonstration et de ce que cela apporte.
Nous allons plutôt considérer ce que
l'argumentation recouvre et les questions que son
étude soulève. Dans cette perpective,
nous aborderons successivement l'émergence
d'une problématique de l'argumentation, les
deux notions fondamentales pour pouvoir analyser
les démarches d'argumentation et nous
indiquerons quelques entrées pour
étudier la place de l'argumentation dans
l'apprentissage des mathématiques.
Raymond Duval
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The TSG-12 activities will encompass the following issues: I. The importance of explanation, justification, and proof in mathematics education; These issues will be considered from the following points of view: (a) Historical and epistemological, related to the nature of mathematical proof and its functions in mathematics in an historical perspective; Selected contributions will introduce discussions on the different issues.
The Proof Newsletter website will host these contributions which will then be made accessible through that chanel. For the sake of the debate, it would be important to make available a first set of contributions as soon as possible. For this reason, people interested in taking part in the first round of debate are invited to send their contributions before december the 15th.
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