Mois : novembre 2004

Abstract In this article we present a research on the intellectual validation in the teaching of the introduction to algebra (12 year old students). In the first part, we define our research problem in the framework of the proofs and the demonstration works developed in the mathematics didactics. Subsequently, we analyze certain concepts of the … Lire la suite

Abstract This article presents some results from a research study concerning the possible relations between a mathematics teacher’s discourse during exercise-solving sessions and the students’ activities triggered by that discourse as analyzed from the perspective of learning. The objective of this research was twofold : • to develop the tools needed to describe the discourse … Lire la suite

Abstract The research presented in this paper belongs to Cecilio Fonseca’s PhD and starts from the study of mathematics teaching difficulties in the transition from secondary school to university. Within the approach of the Anthropological Theory of Didactics, we formulate some conjectures relating to the rigidity of the mathematical activity that can be done currently … Lire la suite

Abstract This article reports a research study undertaken with a class of fifth graders (9-10 years old) in the Swiss Romande area. The study addressed the genesis of numerical knowledge in the field of division. In this work, a hypothesis was tested concerning the relevance of articulating two didactical theories – namely, the theory of … Lire la suite

Abstract This paper reports a research experience based on the contradiction in mathematics, particularly related to complex analysis. After a theoretical analysis, we worked with several groups of Mexicans students at university level. We use a research framework named socioepistemology, or socioepistemological approach to mathematics education research. This theoretical approach is developed by the research … Lire la suite