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Academic literature on the topic 'Mathématiques – Étude et enseignement – Martinique (France)'
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Dissertations / Theses on the topic "Mathématiques – Étude et enseignement – Martinique (France)"
Ramassamy, Mickaelle. "L'apprentissage de la construction d'une preuve mathématique dans l'enseignement supérieur aux Antilles : Une étude comparative des perceptions et des capacités des étudiants et des conceptions des enseignants." Electronic Thesis or Diss., Antilles, 2024. http://www.theses.fr/2024ANTI1082.
Full textThe issue of French students' performance in mathematics, fueled by media coverage of the results of certain international surveys, is a topic extensively explored by research in mathematics education. In connection with this issue, we focus our attention, in this work, on a particular aspect : the learning of the mechanisms for constructing a proof between the end of secondary education and the beginning of higher education. The learning of proof in secondary education, as a transversal object of knowledge across different mathematical fields, has been the subject of numerous studies within the framework of the théorie anthropologique du didactique.These studies report difficulties faced by students both in exploiting knowledge and in implementing reasoning and syntactic procedures to produce a proof in line with the expectations of their teachers. Texts which guide mathematical teaching in secondary education specify the institution's expectations regarding the skills targeted in constructing a proof at the end of high school. In particular, the student must be able to find arguments and implement reasoning to construct a proof and then write it according to a certain formalism. In the case of higher education, course programs such as the Classes Préparatoires aux Grandes Ecoles emphasize the importance of learning proof. Likewise, the place of this object varies in the descriptions of university courses, some explicitly mentioning it as a taught object and others not mentioning it.Based on these findings from the scientific literature, we have questioned the abilities of students to construct a proof upon entry into higher education. We also investigate their perceptions of these abilities and their evolution in the first years of higher education studies. We conducted a longitudinal study between September 2019 and May 2022 to this end. The students surveyed follow a course preparing them to entry into engineering school or complete a degree in Mathematics at the French West indies University. We ask them to fill a questionnaire at the beginning of the first year then at the beginning and end of the second year. Students' perceptions of their ability to find arguments, implement reasoning, write a proof, and analyze a demonstration were questioned. This study was complemented by semi-structured interviews with teachers involved in these programs. We questioned their perceptions of their students' difficulties, their declared teaching practices, and their conceptions of the vocabulary surrounding proof.The results obtained showed that proof learning is not completed upon entry into higher education and continues during the first years. A non-homogeneous evolution of the perceptions and abilities of these students during these two years is also noted. Indeed, upon entry into higher education, the profiles of these students in terms of their perceptions and abilities were varied and are less so after two years. Moreover, students' conceptions regarding the meaning attributed to the terms hypothesis, demonstration, justification, and conjecture and their difficulties in proving a result converge with those of their teachers after two years.Furthermore, the declared practices of the teachers show, for some of them, an absence of teaching situations dedicated to reasoning. Despite this, as we indicated earlier, an overall evolution is perceived in the students' conceptions and their abilities to prove a result. Finally, the pre-eminence, declared by the teachers, of deductive reasoning in mathematical activity leads to questioning the place given to other types of reasoning, such as induction, which is commonly used in the mathematician's activity. Thus, our work seems to open up a field of study concerning the integration of other types of reasoning in higher education and the place and functions of mathematical reasoning in the master's cycle
Chardon-Isch, Nicole. "Apprentissage linguistique et intégration sociale d'écoliers étrangers à la Martinique." Antilles-Guyane, 2002. http://www.theses.fr/2002AGUY0084.
Full textThis thesis inscribes in the wide field of didactic of languages in Martinique. How do caribean stranger children learn french, how do they live? When they arrive with one or two languages (one official and the other creole), how do they learn a third language in martinican school which hasn't resolved itself the question of bilingualism? Speaking several speeches in a country causes peculiar problems, so I shall deal of maternal tongue, of sociology and immigration, of socio lingualism, of relation with the old norms, of new standard, of linguistical problems linked with oral, of psychological problems due to child development in uneasy situations, of didactical problems of teacher's formation. All these topics are interdependent. It was necessary to take the census of population of strangers, to study what martinican think about them, and to study school official structures. We've got a moderate establishment: there is not enough welcome structures in martinican school, teachers are isolated and insufficiently prepared, there is o lack of information and evaluation about the natives languages and countries of stranger children. Some isolated initiatives and a pedagogy of linguistical variation have been tried successfully. Insertion of caribean stranger children interpellates us by it critical situation
Cabassut, Richard. "Démonstration, raisonnement et validation dans l'enseignement secondaire des mathématiques en France et en Allemagne." Paris 7, 2005. http://www.theses.fr/2005PA070014.
Full textFor the study of the proof we adapt Toulmin's theoretical frame on arguments of plausibility and arguments of necessity to Chevallard's anthropological theory of didactics. The validations of mathematic teaching are the double transposition of proofs from the mathematical institution (producing the knowledge) and validations (argumentations and proofs) from other institutions (like the "daily life"). The diachronic study of curricula of French “collège-lycée” and of German Gymnasium (in Baden-Württemberg), confirmed by the study of textbooks shows that proof is explicitly taught as opposed to the cases of Realschule and Hauptschule. These curricula advise the use of different types of validation (argumentation, proof. ) and arguments (pragmatic, semantic, syntactic) depending on the functions and when they are introduced: The influence of the functions of validation on the different types of tasks (discovering, controlling, changing registers. . . ) is also observed in lessons on proof. In spite of linguistic, institutional, and cultural difficulties in comparing France and Germany, the study of validations, of class theorems in textbooks, and of proofs produced by students, shows similarities about combining different types of arguments as well as different types of functions. Differences are observed on the types of technology and technique involved in the validation and on the weight given to different types of arguments and registers used, with an explanation related to the institutional conditions (moment of introduction, didactical contract, function, educational system. . . )
Amra, Nadia. "La transposition didactique du concept de fonction : comparaison entre les systèmes d'enseignement français et palestiniens." Paris 7, 2003. http://www.theses.fr/2003PA070047.
Full textThis curricular-type research is concerned with the didactical transposition of the concept of function at secondary teaching level in France (corresponding to 10th and 11th grades) and Palestine (10th, 11th and 12th grades). In the first part, we present our problematic, theoretical frames and methodology. The second part handles out the study of the "institutional relation" to the concept of function in each one of the two teaching systems through the analysis of syllabus and textbooks. The third part is concerned by the study of the "personal relation" of students to the same object, it corresponds to the experimental part of our research and relies on a questionnaire. This comparative study reveals the institutional organisation weight on the knowledge acquired by students. Concerning more specifically the curricular project, it brings some light on mathematical organisations relative to the mathematical theme of functions
Stölting, Pascal. "Die Entwicklung funktionalen denkens in der sekundarstufe I : vergleichende analysen und empirische studien zum mathematikunterricht in Deutschland und Frankreich." Paris 7, 2008. http://www.theses.fr/2008PA070001.
Full textFunctional dependencies are experienced almost daily by everybody, but the results of many studies show that students have difficulties in dealing with problems from that domain. This thesis compares the approach of functional dependencies in France and Germany (with the example of Bavaria). In the first part functional thinking is defined in a precise way and connected to some important theoretical frameworks used in France and Germany, such as the Grundvorstellungen (vom Hofe), the registres sémiotiques (Duval) and the concept image (Vinner). The instruments necessary for the analyses of this work are also developed. The following chapters compare the programs and the school books of both countries. The goal is to clarify how the students are assisted in the development of functional thinking. After that some strong points and weak points identified in the prior analysis are detected in practice. Two different approaches are chosen to study how students use the functional thinking and which problems occur during this work: Quantitative analyses of the data from PISA and PALMA are made in order to show the relationship with the results of prior chapters. Qualitative analyses of an interview study conducted in France an Germany are made in order to document some strong points and some weak points which have been identified in preceding chapters. Finally some propositions are made on the basis of the results of this work in order to try to avoid weak points of both countries on the one hand and to benefit from the strong points on the other hand
Moussard, Guillaume. "Les notions de problèmes et de méthodes dans les ouvrages d’enseignement de la géométrie en France (1794-1891)." Nantes, 2015. http://www.theses.fr/2015NANT2084.
Full textThis thesis systematically surveys textbooks of elementary geometry and analytic geometry published in France between 1794 and 1891 in order to identify the place of problems and methods, the challenges in introducing them, as well as the authors' arguments on the subject. The choices made are related to the institutional and mathematical contexts. This work led to identify steps towards normalization along the century of the organization of the problems in geometry textbooks, which involves the classification of different types of problems. We show how the presence of problems is related to the preparation of examinations and competitions, to educational intentions of the authors, to the idea of implementing the theory and to the idea of what is geometric activity. We also show that the methods are the focus of the attention not only of geometers, but also, to a large extent, of the teachers. We analyze how the geometrical and analytical methods are renewed in the 19th century at the same time they circulate between the books. Different underlying conceptions to the exposure of these methods are identified and throw light on the connection the authors have with the notion of generality in geometry. Finally, we analyze the nature of the relations between problems and methods in our textbooks, and the changes in their interactions over the century
Ligozat, Florence. "Un point de vue de didactique comparée sur la classe de mathématiques : étude de l'action conjointe du professeur et des élèves à propos de l'enseignement , apprentissage de la mesure des grandeurs dans des classes françaises et suisses romandes." Aix-Marseille 1, 2008. http://www.theses.fr/2008AIX1A115.
Full textChandler, Charles. "Étude des points de vue de professeurs de l'enseignement supérieur en France sur les mathématiques appliquées, les mathématiques fondamentales, l'enseignement des fonctions et des distributions." Paris 5, 2008. http://www.theses.fr/2008PA05H123.
Full textOur thesis relates to the teaching of mathematics in the Schools of engineers within the framework of lesson on the functions and the distributions. To support our hypothesis, we present the historical context of mathematics applied to engineering studies and the invention of the distributions. On those premises, we examine the positioning of mathematicians in the course of history on the differentiation between applied and fundamental mathematics. Chevallard's anthropology of didactics serves as a reference point as well as a theoretical framework for our analysis on the relationship between professors and their institutions and / or training centers for engineers. Our conclusions are based on the contents of the interviews with professors from engineering schools and on the comparative studies of their courses with those of Schwartz. For them, the contents of applied and fundamental mathematics overlap to the extent that they sometimes refer to it as "mixed mathematics". The teaching of the distributions is essential for engineers in order to solve EDP equations. Modeling is also a tool allowing engineers to apply mathematics to reality
Malonga, Moungabio Fernand. "Interactions entre les mathématiques et la physique dans l'enseignement secondaire en france : cas des équations différentielles du premier ordre." Paris 7, 2008. http://www.theses.fr/2008PA070026.
Full textThe French mathematics curriculum encourages strongly the mathematics and physics teachers of upper Sixth to cooperate in the teaching of differential equations. This fact has led us to take an interest in the teaching of this theme in both matters. In this aim, we were driven to characterize the viability of a synergy between mathematics and physics in terms of didactical continuity. Taking former researches about interactions between mathematics and physics teaching as a basis, we have organized our research around some specific questions, namely: How do differential equations appear in mathematics and physics textbooks? Does a didactical continuity exist between the two matters and, if yes, in which form? Is the Euler method a theme able to foster this didactical continuity? How do the teachers perceive this didactic continuity and put it into play? Our research showed that the didactical continuity that could be expected from official injunction is far from being assured and encounters many difficulties, as an analysis of textbooks brings it to the fore. Moreover, studying how they deal with the Euler method shows that the two curricula ignore completely each other, to such extent that they give the impression that there are indeed two different methods of Euler, according to the matter. To end with, the study of the answers given by teachers of both matters to a questionnaire confirms the difficulties of implementing a didactical continuity and allows identify some reasons for it
Dahan, Maurice. "Eléments de psychogénétique pour l'analyse et la conception de situations didactiques en classe de mathématique à l'école primaire." Nantes, 2012. http://www.theses.fr/2012NANT3029.
Full textBooks on the topic "Mathématiques – Étude et enseignement – Martinique (France)"
IFIP TC3/WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum (1997 Grenoble, France). Information and communication technologies in school mathematics: IFIP TC3 / WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum, 26-31 October 1997, Grenoble, France. London: Chapman & Hall, 1998.
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