Дисертації з теми "Mathématiques – Étude et enseignement – Histoire"
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Hermet, Isabelle. "Engagement dans la recherche et rapport du sujet au savoir à l'université : genèse du choix d'études des doctorants en histoire et en mathématiques." Toulouse 2, 2000. http://www.theses.fr/2000TOU20086.
Повний текст джерелаMoussard, 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.
Повний текст джерелаThis 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
Félix, Marie-Christine. "Une analyse comparative des gestes de l'étude personnelle : Le cas des mathématiques et de l'histoire." Aix-Marseille 1, 2002. http://www.theses.fr/2002AIX10051.
Повний текст джерелаGuiet, Jeanne-Gabrielle. "La division : une longue souffrance." Paris 5, 1994. http://www.theses.fr/1994PA05H064.
Повний текст джерелаDoing a division calculation is a target which comes up against obstacles linked with the meaning of the operational technique itself. This research aims to determine the origins and the nature of the most frequent mistakes in order to analyze the procedures used by pupils when they have to divide we will examine how the pupils interpret the learning of this operation. How the meanings are related themselves, and how they evolve. Our objective is to determine how the choice of different divisions makes it possible to check the mental processes of the pupils and to understand the meaning that they give to these calculations. The exploration of the areas to which the mathematical concepts belong will be done according to the classification and reflection on the meaning that the children give to their knowledge of the algorithm. Our study of the history of division allows us to distinguish a whole series of epistemological obstacles which come in the way of the establishment of this notion: division is a difficult algorithm. Which builds up strong "schemes" in children's minds, and continues to reveal itself through mistakes certain of which are recurrent. The epistemological obstacles which are of interest for teaching are those which now seem unavoidable either because the obstacle is inevitably constructed by the pupils during his cognitive development, or because it must be taught, to serve as a support for future knowledge. History shows how slow and difficult this construction has been and the resistance it has come up against. We also attempt to clarify how the concept comes from; and we’ve come up with a more or less plausible answer, without knowing how to go about finding a true answer. To simplify this situation we can say that this shows simultaneous coexistence of several perspectives
Lemes, Ana Jimena. "L'histoire des mathématiques dans la formation des enseignants : éléments pour la construction d'une compétence historique." Thesis, Lille 1, 2019. http://www.theses.fr/2019LIL1I096.
Повний текст джерелаPresent in many countries around the world, the place of the history of mathematics (hm) in teacher education continues to challenge a large community of researchers and teachers. In the 2000s, this community reinterpreted the integration of a historical perspective into mathematics education and highlighted three major current problems: 1) the real impact of teacher training specific to this field, 2) access to relevant documentation and materials developed by and for teachers, and 3) the lack of theoretical frameworks for research that would analyze their effectiveness. In our work we address the first problem by focusing on the role of the hm in initial teacher training. In particular, we are interested in the influence of an hm course on the conceptions of future mathematics teachers. In the first chapter, we present the state of the art in which we have examined six different approaches to the role of the hm in education: IREM in France, Socio-epistemology in Mexico, the History and Epistemology Group in Mathematics Education in Brazil, the proposed didactics of the hm in Colombia, the considerations of Jankvist in Denmark and finally Guillemette in Canada. Thus, we identify the most representative bibliography in French, English, Spanish and Portuguese. In the second chapter, we mobilize the theoretical framework defined by Ball, Thames and Phelps (2008), namely "mathematical knowledge for teaching". This framework allows us to specify the professional knowledge necessary for the pedagogical act. We then use the ideas of Thompson (1984) and Ernest (1989) to remind us that a teacher builds his or her knowledge, conceptions of mathematics and teaching on the basis of theoretical content, but also on his or her school experience. These conceptions are part of a system that acts as a filter through which the teacher makes his or her pedagogical choices; this influences the knowledge taught. As a result, students not only learn this knowledge, but they are also exposed to the teacher's conceptions.In the third chapter, we detail the research methodology. We decided to focus on three communities: a group of student interns who take an hm course at university, a group of mathematics teachers who include a historical perspective in their courses and finally a group of teacher-researchers recognized as experts in the history or epistemology of mathematics. These three communities have been identified more particularly in France and Uruguay. The fourth chapter is devoted to analyses. For the student community, these were questionnaires, interviews and files presented for the final evaluation of the hm course. For teachers and experts, only interviews were conducted. To complement this, we also considered the official programs in each country. The analysis is mainly based on a qualitative content methodology to read interviews and documents. We supplemented this approach with quantitative processing of the questionnaires using statistical tools such as principal component analysis. In the last chapter we prepare a synthesis of the results in France and Uruguay. The objective is then to have a new reading of the data and to establish a new interpretation to determine the specific characteristics of integrating the hm into teacher training in each country. These characteristics, which we can describe as complementary, make visible the construction of a historical competence linked to the integration of the hm in mathematics teaching
Petitfour, Edith. "Enseignement de la géométrie à des élèves en difficulté d'apprentissage : étude du processus d'accès à la géométrie d'élèves dyspraxiques visuo-spatiaux lors de la transition CM2-6ème." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC022.
Повний текст джерелаThe aim of our study is to provide a method for teaching elementary plane geometry to dyspraxic fifth and sixth-grade pupils other than making them produce geometric constructions using instruments, because their lack of organisational and fine motor skills prevent them from learning in this way. Based on the instrumental approach of cognitive ergonomics, motor developnnent from neurophysiology and our own observations of dyspraxic pupils, we developed a theoretical framework for analysing the process of learning geometry via construction with geometric instruments. This enables us to separate geometric knowledge from practical skills during the construction process. We then added tools for analysing language and movement activated during geometric constructions created in a pairs setting as well as tools for analysing aids likely to be given to a dyspraxic pupil. Using this framework, we analysed how the dyspraxic pupil is catered for in class, to provide a basis for experimenting with two pupils, one of whom is dyspraxic, outside the classroom. The excellent results obtained pave the way for developing strategies for including dyspraxic pupils in class by creating appropriate conditions to enable them to learn geometry. Moreover, the study leads us to challenge the accepted consensus that construction with geometric instruments described by a geometric language disconnected from the instruments is the best approach for learning geometry in the 5th grade. The study also identifies hidden aspects of learning in geometry
Gosztonyi, Katalin. "Traditions et réformes de l’enseignement des mathématiques à l’époque des ‘mathématiques modernes’ : le cas de la Hongrie et de la France." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC314.
Повний текст джерелаIn my thesis, I compare the reform of mathematics education introduced by Tamás Varga in Hungary during the 1960s and ‘70s to the French reform of the period, the “mathématiques modernes”. After studying the historical context, and the epistemological background of the reforms, I analyse them using different didactical frameworks: the structure and the content of the curricula with the help of the ecological approach and on the notion of paradigms of geometry and of probability; for the analysis of the expected teaching practices, the theory of didactical situations. The comparative study shows that even if some common elements, coming probably from the common international context can be found, some essential differences can also be observed between the two reforms. These differences can partly be explained by differences in the epistemological background: the “bourbakian” approach on one hand, the “heuristic” on the other serve as mathematical paradigms, influencing different characteristics of the two reforms. A comparison of Varga’s and Brousseau’s experimental project from the 1970s using the terms of the TDS contribute to a better description of Varga’s conception but lead in the same time to questioning the transmissibility of didactical theories from one context to the other
Chambris, Christine. "Relations entre les grandeurs et les nombres dans les mathématiques de l'école primaire : Evolution de l'enseignement au cours du 20e siècle : connaissances des élèves actuels." Paris 7, 2008. http://www.theses.fr/2008PA070034.
Повний текст джерелаDuring the last 150 years, relationships between quantifies and numbers have deeply changed in academic mathematics, taught mathematics, and in everyday life. We want to understand these relationships at french primary school in mathematics education nowadays and foresee other possibilities for the future. Our framework is the anthropological theory of the didactic (Chevallard). We have particularly developed the study of the teaching of metrical System, System of place value for whole numbers and links between both; and started the study of relationships between calculation (meaning, rules of calculation, types of numbers) and quantifies (notably length and diagrams with dimensions). Our study is developing into three directions which echo one to another: -links between quantifies, numbers, calculation and everyday life pratice before the reform of modem mathematics; breaks the reform caused in these links. Our analysis is based on a corpus of texts made up of national curriculum and textbooks mainly from 2nd and 3rd grades, over the 20th century; - academic mathematical knowledge. On the one hand, we want to identify transposed knowledge at several periods, on the other hand, we want to identify conditions for mathematical theories (possibly to be written) which could be used as reference for the teaching of quantifies, numbers and calculation. For that, we take into account mathematical and didactical needs: notably tasks, rationales of rules for students, consistency of knowledge, continuity of learning; -knowledge of present students (277 on 5th grade). We want to better define some potential breaks and gaps highlighted with studies of links and academic knowledge
Sagna, Oumar. "L'histoire des mathématiques au service d'une nouvelle didactique de la discipline dans les cursus scolaires au Sénégal : approches théoriques et applications." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2035.
Повний текст джерелаOur experience as a mathematics teacher has led us to explore a way that is still underused in Senegal, introducing a historical perspective into mathematics education, to check if it could interest students and motivate them to scientific studies.This thesis, which consists of seven chapters; the first five of which deal with the state of the art and the theoretical approaches. The last two describe and analyze the experimentation carried out in class of “Quatrième” at a College in the suburbs of Dakar.Chapter I is devoted on the one hand to the nature and specificity of mathematics to better understand the difficulties related to its teaching, and on the other hand to a review of the literature on the introduction of a historical perspective into teaching of mathematics, which clarified the use of history in the mathematics classroom. In this chapter are also defined the didactic framework of the thesis and the methodology used to carry out an experimentation in class of “Quatrième”.The context of our research was then detailed in Chapter II through a thorough description of the Senegalese educational system characterized by good results in the construction of classrooms and new scientific and technical blocks (BST), the parity index favorable to girls in primary school and high schools, but also by insufficiencies with the plethoric numbers of students, the weakness of the pedagogic supervision, the desertion of the scientific disciplines, the poor results in examinations certifications and external evaluations in mathematics.The presence of the History of Mathematics in curricula, textbooks and teacher training schemes is examined in Chapter III and compared to France, which has enormous potential in the field.These historical informations served as the subject for the didactic analysis proposed in Chapter IV, which also contains another input to the analysis: the illustrated description of the different types of use of the History of Mathematics. The didactic analysis inspired us in the development of a repertoire integrating the History of Mathematics, proposed to evolve the Senegalese programs.Chapter V, quizzes mathematics students and teachers, prior to the experiment, to collect and analyze their opinions and practices regarding the introduction of a historical perspective. The President of the National Commission of Mathematics (CNM) of Senegal is also put to contribution, through an interview, to give his opinion on the question and to bring us clarifications on some options of the program.The experimentation that we have done is discussed in Chapter VI and concerns six sessions in class of "Quatrième" which relate to the intersection of a circle and a line, the condition of existence of a triangle, the history of numbers, the equation modelling, the resolution of equations of the type ax + b = 0, and the theorem of Pythagoras. We have conceived their didactic engineering. They were then tested by a teacher in our presence. The sequences in the classroom were filmed and transcribed.The last chapter focuses on the analysis of experimentation, which was based on Chevallard’s Anthropological Theory of Didactics (TAD) through praxeology and didactical moments to study students’tasks and filmed sequences. Barbin’s three hypothetical arguments, namely replacement, disorientation, and cultural understanding, were also used in this chapter, along with the analysis of questionnaire responses and interviews submitted to students one year after the experiment, to measure positive effects of experimentation on students.The general conclusion provides information on the results of the experiment which are on the whole very promising in the framework of the improvement of the teaching lessons of the mathematics in Senegal despite the difficulties noted in the management of the time and related to the large number of students in the class where the experiment took place
Decayeux-Cuvillier, Maryse. "Histoire de l'enseignement mathématique pour les filles dans les écoles primaires publiques et privées de la Somme de 1881 à 1923." Thesis, Amiens, 2017. http://www.theses.fr/2017AMIE0012/document.
Повний текст джерелаMy thesis is set in the history of one particular subject : arithmetic, taught to girls in primary schools of the Somme under the Third Republic. This way, the thesis is in line with the works led by B. Belhoste, B. Dancel, A. Chervel, R. d'Enfert, B. Poucet, and other school subjects historians. Furthermore, it is also in line with girls education, initiated by F. Mayeur and continued by R. Rogers. That kind of research requires the collection and analysis of sources dealing with the different roles evolving in a classroom : not only the teacher and the pupils but also the Public Instruction Ministry and its hierarchical representatives. At the regional archives of the Somme you can find numerous hand-written and printed sources, hence my decision to focus on this particular area. My previous works enabled me to come to a certain number of conclusions about the aim of arithmetic as well as girls' education. My thesis looks at the rest of this work and focuses on the schooling of girls in public and private schools, specifically on their performances during this time, the content and goals of the education offered to them, as well as on the education or training of both religious and secular female teachers. Speaking of the teachers' practices and the pupils' results, I intend to determine the potential gap between official instruction and their actual application. This study reveals that the teaching of mathematics in primary school reached a much more educational dimension by the end of the Twenties and that the girls' and boys' performance became equal, finally emphasizing a certain success of the Republican school project in both subjects
Faupin, Élisabeth. "Prendre la parole en classe, une gageure pour les élèves allophones arrivants : le cas des cours de français, mathématiques et histoire-géographie." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2009/document.
Повний текст джерелаThis research deals with the study of verbal interactions in middle school classrooms for pupils who have recently arrived in France. Pupils who do not sufficiently master the French language get French lessons upon their arrival while attending other lessons in a regular middle school classroom. Nevertheless the academic failure of migrant pupils remains too frequent and researchers agree to say that the unsuitability emerges as soon as the pupils integrate regular classes.Our observations support this established fact. On the recordings we have made during French, mathematics, history and geography lessons, the allophone pupils participate normally in the exchanges when they are in the integration structure but never intervene without being invited to by the teacher in the regular classes. The EANA are not well prepared to schooling language. What do the methodologies of the FLS (French as a secondary language) and of the French language of the schooling propose? How can the pupils be trained to oral production and comprehension skills taking into account the particular context of the classroom?We have analysed the verbal interactions of a corpus of eighteen lessons in order to study the organisation of didactic exchanges in middle-schools, both in integration structures and regular classes. We are thus trying to determine which interactive context can help the beginner to start speaking, in order to propose some didactic ideas to prepare pupils to become actors in the interactive construction of the lessons to which they participate in
Glière, André-Jean. "Histoire et épistémologie des nombres négatifs de d'Alembert à nos jours : le passage des quantités aux nombres." Paris, EHESS, 2007. http://www.theses.fr/2007EHES0002.
Повний текст джерелаThis work deals with the status of negative quantities and numbers, from the late XVIIIth century to the Modern Mathematics Reform. It is divided into six parts as follows : 1) The programme of d'Alambert with an exhaustive study of the article from The Encyclopédie entitled NÉGATIF, 2) The answer of Lazare Carnot in wich we outline the Theory of Correlation also known as the Theory of Direct and Inverse Quantities, 3) The answer of Sylvestre-François Lacroix with a comparison between the points of view of Clairaut, Bézout and Lacroix, 4) How to teach negative quantities in the absence of any official theory ? This part relates the authors' pedagogical attempts until 1867, 5) The Pure Theory of Forms by Hermann Hankel. Here we show how the author definitively settles the question of the status of negative numbers, 6) The birth of the algebraic measure in teaching. We tell how long it took to reach a historical compromise between algebra and geometry, a compromise wich was called into question by the formal storm in the 1970s
Brasset, Nathalie. "Les décisions didactiques d'un enseignant dans un EIAH : étude de facteurs de type histoire didactique." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM073/document.
Повний текст джерелаThis thesis work deals with micro-decisions (Comiti, Grenier & Margolinas, 1995), namely teachers’ decisions in class in relation to the subject they have to teach. Our aim is to contribute to the development of a TEL (Technology Enhanced Learning) that can guide teachers in their decisions.These decisions are analyzed through a specific field: decimal number system in cycle 2 (Tempier, 2013). For the description of this field we have chosen the Anthropological Theory of Didactics (Chevallard, 1998), more specifically an implementable version: T4TEL (Chaachoua, Ferraton, & Desmoulins, 2013), (Chaachoua & Bessot, 2016).Margolinas’s model about structuring the environment (2004) is used to take into account different learning activities during a teaching session. So, teachers’ micro-decisions are studied in relation to their teaching project, their observations of pupils’ activities, their knowledge of epistemic and didactic history type.Our research method is a didactical engineering whose specificity is to involve teachers in the analysis and design stages. In this engineering we have designed (1) a simulation of counting material “counting rods”: “SimBûchettes” ; (2) a bank of exercises for “SimBûchettes” and (3) an experimental device. This device is composed of, a simulation tool whose fundations are didactic – “Simbûchettes” -, on the pupils’ side, and on the teachers’side a classroom orchestration tool which allow teachers to consult and organize pupils’ activities in real time – Chao Framework’s instantiation (Wang, 2016) for “Simbûchettes”.Via our device we have access to teachers’ actions, and we can know what information has been consulted in pupils’ work. Then we can infer the micro-decisions teachers have made.This device has allowed us to observe teachers’ decisions in a primary class (CE1, 7 years-olds) during one school year and refine our teachers’ micro-decisions model
Cousin, Marion. "La "révolution" de l'enseignement de la géométrie dans le Japon de l'ère Meiji (1868-1912) : une étude de l'évolution des manuels de géométrie élémentaire." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10082/document.
Повний текст джерелаDuring the Meijing era, the political context in East Asia led the Japanese authorities to embark on a nationwide modernization program. This resulted in the introduction of Western mathematics, and especially Euclidean geometry into Japanese education. However, as traditional mathematics (was an) were very successful at that time, there were no Japanese translations of texts dealing with this new geometry available at this time. My work focuses on the first Japanese textbooks that were developed, distributed and used during this period of scientific transfer. My analysis concentrates on language and logical reasoning in order to highlight the various phases in the importation and adaptation of Western knowledge to the Japanese context
RENE, ISABELLE. "Entre faire et enseigner les mathematiques : histoires constructrices de huit professeurs." Nantes, 1999. http://www.theses.fr/1999NANT3007.
Повний текст джерелаSome become mathematics teachers, may be because it is the best sensible work they find. So, dealing with and teaching mathematics both join themselves through their own life, by continuities and interruptions. I met eight teachers during three clinique interviews with each of them : the first about their mathematics conceptions, the second about teaching and the last one about their personal way of life. This study leads me to think that knowledge is differently transmitted with the cognitive reliance : we can approach cognition by understanding material world, by relation with family, with the social world and with ourselves. Everyone is getting autonomous in his own context and mathematics and teaching become a personal expression way. There are correlations between learning and teaching, and they help to know how teachers manage to teach, with witch aims, with which marks. . . The ways they choose can be approached by their individualities and their actions are justified by their students which i also questioned. The most important point in this reflection is the formative experience through everyone's practice
Comin, Eugène. "Proportionnalité et fonction linéaire : caractères, causes et effets didactiques des évolutions et des réformes dans la scolarité obligatoire." Phd thesis, Université Sciences et Technologies - Bordeaux I, 2000. http://tel.archives-ouvertes.fr/tel-00827905.
Повний текст джерелаThomas, Marc. "La règle à calcul, instrument de l'ère industrielle : le rôle de la France." Nantes, 2014. https://archive.bu.univ-nantes.fr/pollux/show/show?id=e3adfc45-ef59-488c-8211-67066f93b3ee.
Повний текст джерелаCotteret, Marie-Ange. "Métrologie et enseignement." Paris 8, 2003. http://www.theses.fr/2003PA082216.
Повний текст джерелаThis thesis develops the idea of a " universal thought " bound to a metrological common culture built on agreement. It confirms the lack of understanding of metrology in the general public and in schools. The thesis examines three " states of being " of metrology. Scientific metrology has, like Science, a universal vocation. It establishes units, standards and methods of measurement ans calculates degrees of uncertainty. ,It is in symbiosis with the Scientific community and with industry. Transactional metrology was born in Mesopotamia, 5000 years ago, at the same time as school, writing, accountancy and laws courts. Certain principles of metrology first applied in these ancient times are still present in today's metrology. " Personal metrology " is introduced in this thesis as a new concept, and refers to the original function of measurement as a means for generating self-awareness and environmental recognition, vital for humain survival, living and personal development
Lauton, Michelle. "Enjeux et réalités de l'enseignement des mathématiques en IUT dans les départements de gestion : le cas des mathématiques financières." Paris 7, 1994. http://www.theses.fr/1994PA070096.
Повний текст джерелаThis thesis is devoted to in an exploratory work about mathematical teaching in french technological university institutes (iut) for undergraduates in management. It is divided into two main parts: ** a study of didactical transpositions involved in this level and this particular section ** a study of metacognitive representations of students about mathematics. The study of didactical transpositions begins with an overall look. Then the curriculum of iut is compared with curriculums of neighbouring cursus. Afterwards, we study financial mathematics, starting from a typology of teaching exercices and from an analysis of tools used for their solving. We show that the real complexity of financial mathematics at this level does not lie in the mathematical objects and their processing - which are rather elementary - but in the interweaving of mathematics, economics and management. This "a priori analysis" is completed by an analysis of the main books about this subject. It shows which way these problems are managed and allows to point their main features: presentation mainly guided by financial point of view, learming by repeating many exercices, recognising and using of formulas, lack of modern means of computation. At the end of this study, we raise the question of the compatibility of the quoted teaching objectives with the reality of professional practises, seeing that most of the iut students are supposed to deal with. The study of metacognitive representations of students is driven using a questionnaire which has been filled by 228 students. It shows that their representation is evolving from a traditionnal picture of mathematics to a picture where the professional side takes place. Moreover, we show that this new relationship with mathematics is built by students, who had difficulties with mathematics while they were at school in the majority of
Lautier, Nicole. "Histoire apprise, histoire appropriée : éléments pour une didactique de l'histoire." Paris, EHESS, 1992. http://www.theses.fr/1992EHES0310.
Повний текст джерелаStölting, 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.
Повний текст джерелаFunctional 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
Johsua, Marie-Alberte. "Les contraintes didactiques comme problème : deux études de cas sur le système d'enseignement des mathématiques." Aix-Marseille 1, 1991. http://www.theses.fr/1991AIX11334.
Повний текст джерелаCabassut, Richard. "Démonstration, raisonnement et validation dans l'enseignement secondaire des mathématiques en France et en Allemagne." Paris 7, 2005. http://www.theses.fr/2005PA070014.
Повний текст джерелаFor 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. . . )
Lounis, Ali. "L'introduction aux modèles vectoriels en physique et en mathématiques : conceptions et difficultés des élèves : essai de remédiation." Aix-Marseille 1, 1989. http://www.theses.fr/1989AIX10031.
Повний текст джерелаThe empiric study of students difficulties, when learning and usingbasic vectorial models; shows that these are marked by an important hold of numerical, and a neat tendancy to a "monovalent" kind of reasoning. The secondary school students favor the scalar over the spatial aspect of the physical vector quantities (strength and velocity). Their conceptions are tenacious, and they habitualy not evolve, in spite of the high level of acquisition of the concept of "mathematic vector". We also have relieved some remarkable analogies with epistemologic obstacles wich have conditionned the historical development of the first vectorial formalized concepts, during next century. In an experiment essay of remedying, it thus appeared to us appropriated to encourage a synthesis of what has been transposed and learned in physics and mathematics. We have organized in two classes of "seconde" (tenth grade), observed during one year, interdisciplinary sessions, to explain the relations, the similitudes and the differences between "mathematical vector" and physical vector quantity. Three questionnaires to these classes and to six control groups show a noticeable reduction in the performances (improved) gap between these disciplines
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.
Повний текст джерелаThis 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
Erdogan, Abdulkadir. "Le diagnostic de l'aide à l'étude, en mathématiques : analyse didactique des difficultés relatives à l'algèbre et aux fonctions en seconde." Paris 7, 2006. http://www.theses.fr/2006PA070037.
Повний текст джерелаThis thesis focuses on the autonomous study, i. E. On the autonomous part of work which returns to the pupils' responsabilities in the acquisition of knowledges aimed by the school (learning of the lesson, exercises, homework, revision, preparation of examination, etc. ), and on the conditions under which the didactic System places, de facto, this work. From the hypothesis that the autonomous study poses specifically didactic problems and from our preliminary statement that the help to the study proves to be problematic, we are led to engage a thorough research on the precise nature of this work, on its stakes and on the conditions of its functioning, in the specified case of mathematics. We tackle these questions under the angle of the diagnosis, regarded as a preliminary and necessary step to any proposition of remediation and improvement. The thesis concerns the 10th grade, a class of transition as well according to of the contents of teaching as the stakes of the schooling, and it is centered on the algebraic and functional part of the curriculum. By developing a tool of analysis and interpretation around the concept of "mathematical site" that we introduce, and by analyzing in a crossed way several types of data relative to four classes (official texts, textbooks, observations of teaching, pupils' exam papers, questionnaire, individual interviews with pupils and teachers), the thesis leads to identify elements of diagnosis to reconsider the organization of the curriculum, the didactic situations of study and to imagine what could be a relevant help to study
Çalişkan, Dedeoğlu Nuray. "Usages de la géométrie dynamique par des enseignants de collège. Des potentialités à la mise en oeuvre : quelles motivations, quelles pratiques?" Paris 7, 2006. http://www.theses.fr/2006PA070041.
Повний текст джерелаUsing a methodology, based on the observation of ordinary lessons, we investigate how teachers actually use technology in the classroom. We first focus on the gap between, the potentialities of technology, highlighted in the current research, also in the institutional will to incorporate this technology in teaching, and, the reality of its weak integration into the classroom. We consider this gap to be a result of the utilisation constraints of technology, which are studied in numerous works in the didactic of mathematics. The assumption is that teachers, who decide to use technology, are mainly motivated by its potentiality and that they make the decision even though they are aware of its utilisation constraints. We analyse the relation between these potentialities and those expressed in the research and the official curriculum, and their actualisation in class practices. We specifically investigate the uses of dynamic geometry in junior high school classes (12-15 year old pupils), which have received a lot of attention from the research community. Also we investigate the benefits of the uses of dynamic geometry as stressed in the official curriculum in France. In this thesis, we present the analysis of lessons, in which we highlight two different types of uses b; three teachers. In order to more in depth characterise the implementation by these teachers and its complexity, we use a theoretical model to assess this analysis
Gebremedhin, Yeshi. "Le français en Éthiopie : histoire, enseignement, perspectives." Paris 8, 2012. http://www.theses.fr/2012PA083942.
Повний текст джерелаThis research deals with the development of the French Language in multilingual Ethiopia. It focuses on two bearing case studies: on the French Unit and the Commercial College at Addis-Ababa University. After having traced the historical background of the French language in the introduction of the modern education in Ethiopia, and after having defined the Ethiopian multilingualism, it describes the situation of the French language teaching in Ethiopia. It seeks to determine the interest at stake in the context of school and/or university. This research analyzes the curricula of the two French speaking Departments, from their designing to their implementation. With the help of questionnaires and/or interviews addressed to the students in training, it assesses the operation of these trainings and the didactic process by confronting theory and practice. It also analyzes the setting up of the Master’s degree in Teaching French as a Foreign Language, launched in January 2010. Addis Ababa hosts the headquarters of the African Union, the United Nations Economic Commission for Africa, and Embassies of many francophone countries, and international organizations which have French as one of their official languages. As a matter of fact, there is definitely a demand for qualified French speaking professionals. The development of a French speaking pool represents among the works that we envisage within the framework of the perspectives opened by this thesis. It also aims at opening new perspectives to the training of the Master’s degree within Addis Ababa University and at strengthening cooperation with French speaking schools and universities
Bouchard, Jérôme. "La transition primaire/secondaire : étude des programmes mathématiques." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27466.
Повний текст джерелаSol, Gilbert. "Télématique et formation, cas particulier de l'enseignement des mathématiques." Paris 7, 1987. http://www.theses.fr/1987PA070168.
Повний текст джерелаThe thesis includes three parts. In the first one, a technical survey of the telematic resources available in france, such as mainframes, minitel, telephonic links and transpac network, or standard software is done. An overview of the french norm for videotex is supplied. In the second part and according to the main axis of objects and tools typology, a classification of the possible uses of telematics in education is set up, applied mostly to mathematics, in connection with some eventual on line data services dedicated or linked to a large establishment of a universitary kind. The chief problems, technical or didactical ones, are reviewed and some solutions are drawn. The third part consists of a critical analysis of the principal on line data services actually in france acting in the feld of mathematics teaching. Appended are thoroughest investigations of norms antiope, iso 6429 or minitel 1b some programs and problem specifications
Gers, Jean-Noël. "Mathématiques de proximité en formation d'adultes." Lille 1, 2004. https://ori-nuxeo.univ-lille1.fr/nuxeo/site/esupversions/1afeac52-2140-47c3-92a3-fbb7856180d4.
Повний текст джерелаAbou, Moussa Tanos. "Entre identité nationale et identités communautaires : enseignement de l'histoire au Liban." Montpellier 3, 1996. http://www.theses.fr/1996MON30071.
Повний текст джерелаRuminot, Vergara Carolina. "Effets d'un système national d'évaluation sur l'enseignement des mathématiques : le cas de SIMCE au Chili." Paris 7, 2014. http://www.theses.fr/2014PA070061.
Повний текст джерелаIn our research we studied the effects of a standardized evaluation system on mathematics teaching, considering the specific case of the SIMCE evaluation in Chile. This evaluation increasingly influences the educational system, including its organization, the teaching program, the content, the proposed mathematical tasks, and by consequence the teaching practices. Various studies show that such effects are not necessarily positive. They also show how the pressure exerted on schools and teachers to improve their evaluation scores tend to produce a damaging focus on preparing students to take the evaluation. From a theoretical framework standpoint, we considered the Anthropological Theory of Didactics, which seemed appropriate given the role of institutions within this theory. Since our study was focused on geometry, we also used the concept of Geometric Paradigm. The analyses performed allowed us to position the SIMCE evaluation compared to other international evaluations: PISA, TIMSS and SERCE. We also investigated to what extent SIMCE is representative of the values, the content and the spirit of the Chilean curriculum. During our field study, conducted in 12 institutions, we examined the relation of the teachers to SIMCE, and showed its dependence on the socio-economic level of the institutions. We also identified some of the various measures put in place to prepare students for the SIMCE evaluation, highlighting certain effects on the teaching practices, such as the curricular contraction observed at the level of the mathematical content and tasks
Seghir, Latifa. "Projet d'apprendre et réussite en mathématiques au collège : le cas d'élèves marocains de collège à Casablanca." Grenoble 2, 2002. http://www.theses.fr/2002GRE29035.
Повний текст джерелаAlson, Haran Pedro. "Éléments pour une théorie de la signification en didactique des mathématiques." Bordeaux 1, 2000. http://www.theses.fr/2000BOR12337.
Повний текст джерелаBen, Salah Breigeat Chedlia. "Les connaissances mathématiques des nouveaux enseignants de mathématiques au collège à l'épreuve du feu : une étude de cas." Paris 7, 2001. http://www.theses.fr/2001PA070056.
Повний текст джерелаWe studied one aspect of the practices of secondary school teachers, looking for traces of their own mathematical knowledge in a classroom situation. We examined three new teachers with an implicit objective : to understand how they put in place their teaching practices. The research was based on two aspects. The first one is a double analysis (quantitative and qualitative) of how the teachers talk to their students in the classrooms. The second one is a comparison between the teachers'spoken word and the contents of the textbooks used in the classrooms. We studied fourth year teachers and analysed one lesson per teacher. We took into account the effect of the students'oral response to the teachers'spoken word. The obtained results seemed to show that there was a dependence link between the adaptation of teachers' speeches to students and the availability of their own mathematical knowledge in the classroom situation. Our case studies showed three approaches : one teacher seemed to forbid herself to use mathematical knowledge that what different from that of her students; one teacher seemed to want to share her knowledge with that of her students and the third one seemed to put a limit between her knowledge and that of her students (she behaved as if she thought that her mathematical knowledge would be of no benefit to her students). Regarding the adaptation to students, the most successful approach was that of the teacher who shared her knowledge with her students. The three teachers organised the classroom exchanges very differently. The only similarity being the exchanges linked to mathematical contents. Comparing the teachers' spoken word in a classroom and the contents of the textbooks, we noticed a correspondence between the way the teachers did their preparation works outside the classroom and the way they gave their lessons
Koleza-Adam, Eugénie. "Décalages cognitifs dans les problèmes de proportionnalité." Université Louis Pasteur (Strasbourg) (1971-2008), 1987. http://www.theses.fr/1987STR13093.
Повний текст джерелаWang, Xiaofei. "The teaching of analysis at the École Polytechnique : 1795-1809." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC234.
Повний текст джерелаThis work studies the courses of analysis taught at the Ecole Polytechnique (EP) from 1795 until 1809. Several mathematicians of the eighteenth century contributed important works as they practiced the teaching of analysis at this school. Joseph-Louis Lagrange (1736-1813) was the central figure, who had been the first professor of the course of analysis at the EP and had great impact on his successors. In order to show in which way and to what degree the lectures that Lagrange gave exerted influence on the teaching of analysis at the EP, this dissertation gives a detailed discussion on Lagrange’s publications and courses of analysis, as well as those by other teachers, i.e. Joseph Fourier(1768-1830), Jean-GuillaumeGarnier(1766-1840)andSylvestre-FrançoisLacroix (1765-1843). It achieves the following conclusions. First, Lagrange, taking into account the utility for students, chose to found analysis on the method of the developments of functions in series, so that analysis could be united with algebra, and arithmetic as well. Second, Lagrange’s approach to differential calculus, as well as the epistemic values he pursued in his mathematical works, provided influential source for the teaching of analysis by other professors. The thesis is that the three professors who taught beside or after Lagrange followed Lagrange’s ideas, although each made some modifications on his own course
Bruillard, Éric. "Mathématiques et enseignement intelligemment assisté par ordinateur : une vision hypertexte des environnements d'apprentissage." Le Mans, 1991. http://www.theses.fr/1991LEMA1009.
Повний текст джерелаGuzman, Retamal Ismenia del Carmen. "Le rôle des représentations dans l'appropriation de la notion de fonction." Strasbourg 1, 1990. http://www.theses.fr/1990STR13048.
Повний текст джерелаThe teaching of functions uses natural language and several registers of representation (graphic, algebraic, tables, algorithms). But the analysis of the activities also emphasizes the role of the articulations between the various representations ; the corresponding activities, more semiotical than mathematical, are not actually sollicited in curricula. From a questionnaire on affine functions submitted to french students (15 years old), it appears than the changes from one regiser to another, which are a blind point in the teaching of functions, are far from being understood spontaneously. The few correct answers given by the students in the tasks corresponding to these changes seem to be statistically independant, if not opposed
De, Souza Leão Maia Lícia. "Les représentations des mathématiques et de leur enseignement : exemple des pourcentages." Paris 5, 1997. http://www.theses.fr/1997PA05H010.
Повний текст джерелаThis dissertation aims at defining the impact of continuing education and training the professional life of teachers. Indeed to allow the individual to integrate into, and take part in, the life of society, the educational system, as Brazilian society undergoes radical transformation, is compelled to face up to a widening gap between more and more specialized knowledge - tending to universality - and knowledge as it may convey cultural differences. Two theorical angles lie at the basis of this study : the theory of social representations, grounded in social psychology, and the theory of fields of conceptions, as expressed by g. Vergnaud in the domain of cognitive psychology. These theories, when used jointly in the field of the didactics of mathematics, can throw light on the connection between "common sense knowledge" and scientific knowledge. We therefore posed the problems according to these theories : how fair can continuing education and training contribute to transforming the representations teachers have mathematics and about teaching them, in particular as regards percentages? We chose multidimensional methodological approach : closed and open questions, free association questionnaire and semi-directive interviews. 127 Brazilian teachers have been questioned. They have been classified into 6 groups, according to the length of time during which they took part in continuing education in the laboraty for mathematics teaching at Pernambuco federal university. The data have been processed according to factorial analysis of correspondances. Brazilian teachers emphasize the functional aspects of mathematics, as they seem to be keener on immediate application in daily life than as helping minds to develop. The impact this training can be seen in the way they attempt to introduce abstract mathematics, wich partain to science - into classroom, while at the same time keeping close to the students' real experiences. Games deem to be particularly favoured into this strategy. As for their representation of percentages, they emphasize the importance of the economic context. From a mathematical point of view, the notion of "whole-part" is at the basis of this representation, which also uses the notion of fraction, decimal numbers and rules of three
Baştürk, Savaş. "L'enseignement des mathématiques en Turquie : le cas des fonctions au lycée et au concours d'entrée à l'Université." Paris 7, 2003. http://www.theses.fr/2003PA070069.
Повний текст джерелаThe aim of this study is to diagnose grade 9 (15-16 year-old) students at high school level for the case of functions. On contrary to French university entrance examinations (baccalauréat), the university examination preparations in Turkey require extra course work apart from the courses in high schools. However, this results in the absence of a real mathematical practice and superficial learning in high schools. This also causes students some difficulties at undergraduate level. This study reports the findings various analysis; the analysis of high school and undergraduate programmes, the analysis of high school and university preparation textbooks, the analysis of questions on functions that were asked in university entrance examinations in the previous years, the analysis of questionnaires on the teaching of functions which were administered to the teachers in high schools and university examination preparation courses, the analysis of grade 9 students' written reports on functions, the analysis of the questionnaires on beliefs for mathematics teaching which were administered to undergraduate students
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.
Повний текст джерелаCoppé, Sylvie. "Processus de vérification en mathématiques chez les élèves de première scientifique en situation de devoir surveillé." Lyon 1, 1993. http://www.theses.fr/1993LYO10274.
Повний текст джерелаTangour, Mondher. "Analyse des acquisitions des élèves en mathématiques et en sciences en première année du collège." Dijon, 1999. http://www.theses.fr/1999DIJOL011.
Повний текст джерелаThe thesis analyses pupils achievement in mathematics and sciences at the first grade of the secondary level in Tunisia. It is based on classical schooling production function. Data concerning pupils, teachers and schools have been collected during the 1994-1995 school year. Two standardised tests have been used to assess pupils achievement in mathematics and sciences at the beginning ant at the end of the school year. The first section concerns individual factors affecting pupils achievement. A second section is devoted to the schooling factors. The impact of the schooling factors is analysed both at the individual level and at the class level. A third section analyses teachers attitudes and pedagogical activities and the contribution of these elements to the teachers pedagogical effectiveness
Praslon, Frédéric. "Continuités et ruptures dans la transition terminale S/deug sciences en analyse : le cas de la notion de dérivée et son environnement." Paris 7, 2000. http://www.theses.fr/2000PA070007.
Повний текст джерелаDouaire, Jacques. "Analyse didactique des processus de preuve dans le domaine numérique au cycle 3 de l'école primaire." Paris 7, 2006. http://www.theses.fr/2006PA070034.
Повний текст джерелаThe object of this research is the development of proving in the pupils' productions when they resolve arithmetical problems at the end of primary school (9-11 years old). The experimentation was carried out for several years through the elaboration of a didactical engineering in schools situated in defavorised areas. Three axes are chosen : the pupils' argumentations and proofs, the nature of problems, the didactical situations' variables and teachers' management of collective moments. The theorical part of this research is based upon the theory of didactical situations, and on works about proof and argumentation, especially Balacheff and Duval's ones. It allows an analysis of proofs during the primary school : exhaustive proofs, counterexamples and reasoning laid upon knowings. The construction of a new typology of proofs, after the experimentation, allows us to analysis the productions of proofs and their evolutions (concerning proceedings, properties and justifications). A comparative analysis of two sequences, about a same problem, at the beginning and at the end of the elaboration of a situation, shows the importance of the formulation moments. The analysis of the leading by the teacher of collective moments in ordinary teaching sequences precises the relation between favorable linguistic and socials pratics and thé proving process. It asks the gestion of institutionalization in this kind of situations
Bahra, Mohamed. "Problèmes de didactique de la numération : échecs et succès de la remathématisation." Bordeaux 1, 1995. http://www.theses.fr/1995BOR10533.
Повний текст джерелаLafon, Jean-Claude. "La Motivation pour les mathématiques de collège : étude auprès d'une cohorte d'élèves." Nantes, 1993. http://www.theses.fr/1993NANT3002.
Повний текст джерелаMotivation is considered as a main parameter of mathematical acquisitions in junior high school. It has been studied along a cohort of 150 pupils who have been followed, step by step, on a period of five years, from the last year of primary school to the end of junior high school. This motivation takes its roots, and finds its limits, in a culture which is, at first, related to school, but very quickly relies on peculiar specific characteristics of mathematics disciplinary, psychological, or relied to a more or less objective function in the selection at school. In such a context, it is common to observe fluctuations in motivation, according to sex and family balckground. But these fluctuations observed on a macrosociological level give the way to individual exceptions, the study of which sometimes opens wide viewpoints : their examination seems to lead to didactic improvements. Nevertheless, it seems necessary to study far beyond the mere setting up of tehcnics : a considering of mathematics in themselves and of the relation they link with the mathematizing subject seems to be a far more efficient way for the encreasing of motivation of pupils
ANTOINE, JACKY. "Dans le cadre de l'enseignement et de l'apprentissage des mathematiques a l'ecole primaire : activite de recherche et contrat didactique." Université Marc Bloch (Strasbourg) (1971-2008), 1999. http://www.theses.fr/1999STR20010.
Повний текст джерелаAll researchers on teaching methods agree about the fundamental importance of the research activity in the teaching and learning, of mathematics. However, it is some kind of a paradox that in current research there is little description of this activity and its application. This work, attempting to fill this gap, can be considered within the general framework of the didactics of mathematics in so far as it concentrates on the connection between three groups of variables : those concerning the school subject, those concerning the learner and those concerning the teacher. It sets up a relation between the "activity of research" and the "didactic or teaching contract", mdeed, after defining the activity of research as based on the assumed problem, it studies those elements which influence its application in the classes. Thus several fields of the teaching contract are characterised, analysed and observed : teaching time, teaching space, the position of the problem, the roles played by the teacher and the pupil, the metacognitive posture and enjoyment. Experiments take place in primary school classes in the grand duchy of luxembourg. A qualitative method of research, with theorising anchored in practice, allows to set up connections between success indicators of a research activity and the characteristics of the different fields of the teaching contract