Résumé L’enseignement de la logique, dans les cours de mathématiques universitaires, paraît perti-nent car celle-ci y occupe une place essentielle et transversale puisqu’elle permet de décrire, de contrôler et de valider l’activité mathématique de preuve. Notre première partie pré-sente quelques résultats des travaux du thème « Logique et Preuve » du groupe de recherche DEMIPS. … Lire la suite
Abstract Proof is a core element of mathematics. It therefore plays an essential role in university mathematics studies and thus also in the training of pre-service mathematics teachers. How-ever, it has been shown that in-service teachers face problems in adequately implementing proof in their teaching. We consider this break between university studies and professional practice … Lire la suite
Abstract – Mathematics at university presents highly condensed knowledge which is based on set-theoretic definitions and formal proof and is largely freed from contexts. This is the final stage of a long-term development of mathematical thinking which begins with physical perception and action in concrete situations and grows in a long process of reformulation and … Lire la suite
Abstract – In this paper, we pursue Winsløw’s modelling of Klein’s second discontinuity, within the Anthropological Theory of the Didactic (ATD), by introducing the notion of Kleinian praxeologies. These new praxeologies are built from praxeological blocks from existing praxeologies, from upper high school and university, to underline their links in mathematics teacher training. Then we … Lire la suite
Abstract – Scripting tasks are a powerful tool for both mathematics education researchers and teacher educators, in part because the resultant dialogues provide insight into the scriptwriters’ mathematical understanding and pedagogical inclinations. In this paper, we argue that scripting tasks used in mathematics education also provide an opportunity to deliver follow-up lessons that link undergraduate … Lire la suite
Abstract This article provides a comprehensive mathematical-didactic analysis of how the highly relevant topic symmetry can be prepared for the university education of PSTs. Methodologically, the analysis is embedded in a design research cycle and serves as preparation for the actual design of learning activities. The procedure of « specifying and structuring » learning objects is used … Lire la suite
