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Book Description
Un instrument pour une approche différente de la résolution de problèmes en arithmétique et en géométrie grâce à la théorie des champs conceptuels. Pour l'élève : 4 cahiers sur l'ensemble du cycle 3 Résolution de problèmes niveaux 1-2 (CE2-CM1) 120825 Résolution de problèmes niveaux 2-3 (CM1-CM2)120826 Géométrie niveaux 1-2 (CE2-CM1) 120827 Géométrie niveaux 2-3 (CM1-CM2) 120828. Pour l'enseignant : Un instrument d'évaluation, de formation, et d'aide sous forme d'un fichier unique pour le cycle 3. Il propose, sur les 2 niveaux, pour chaque série de problèmes présentés dans les cahiers de l'élève : - la mise en évidence de la structure mathématique ou du domaine géométrique concernés ; - l'analyse de productions possibles d'élèves ; - des pistes d'activités pour remédier aux difficultés repérées ; - des propositions pour la création de nouveaux problèmes. Fichier pédagogique Géométrie 120823 Fichier pédagogique Résolution de problèmes 120824.
Book Description
Un instrument pour une approche différente de la résolution de problèmes en arithmétique et en géométrie grâce à la théorie des champs conceptuels. Pour l'élève : 4 cahiers sur l'ensemble du cycle 3 Résolution de problèmes niveaux 1-2 (CE2-CM1) 120825 Résolution de problèmes niveaux 2-3 (CM1-CM2)120826 Géométrie niveaux 1-2 (CE2-CM1) 120827 Géométrie niveaux 2-3 (CM1-CM2) 120828. Pour l'enseignant : Un instrument d'évaluation, de formation, et d'aide sous forme d'un fichier unique pour le cycle 3. Il propose, sur les 2 niveaux, pour chaque série de problèmes présentés dans les cahiers de l'élève : - la mise en évidence de la structure mathématique ou du domaine géométrique concernés ; - l'analyse de productions possibles d'élèves ; - des pistes d'activités pour remédier aux difficultés repérées ; - des propositions pour la création de nouveaux problèmes. Fichier pédagogique Géométrie 120823 Fichier pédagogique Résolution de problèmes 120824.
Book Description
Un instrument pour une approche différente de la résolution de problèmes en arithmétique et en géométrie grâce à la théorie des champs conceptuels. Pour l'enseignant : un instrument d'évaluation, de formation, et d'aide sous forme d'un fichier unique pour le cycle 3. Il propose, sur les 2 niveaux, pour chaque série de problèmes présentés dans les cahiers de l'élève : la mise en évidence de la structure mathématique ou du domaine géométrique concernés ; l'analyse de productions possibles d'élèves ; des pistes d'activités pour remédier aux difficultés repérées ; des propositions pour la création de nouveaux problèmes.
Author: Joseph W. Dauben Publisher: Academic Press ISBN: 148326257X Category : Mathematics Languages : en Pages : 289
Book Description
Mathematical Perspectives: Essays on Mathematics and its Historical Development is a collection of 13 biographical essays on the historical advances of science. This collection is originally meant to comprise an issue of the journal Historia Mathematica in honor of Professor Kurt R. Biermann's 60th birthday. This 12-chapter text includes essays on studies and commentaries on the problem of "figures of equal perimeter by various authors in antiquity, including Zenodorus, Theon, and Pappus. Other essays explore the comparison of the areas of polygons with equal perimeter; the concept of function; history of mathematics; the development of mathematical physics in France; and the history of Logicism and Formalism. The remaining chapters deal with essays on an early version of Gauss' Disquisitiones Arithmeticae, ideal numbers, a mathematical-philosophilica theory of probability, and historical examples of problem of number sequence interpolation. This book will be of value to mathematicians, historians, and researchers.
Author: Gert Schubring Publisher: Springer Nature ISBN: 3031176707 Category : Education Languages : en Pages : 213
Book Description
This book is about the creation and production of textbooks for learning and teaching mathematics. It covers a period from Antiquity to Modern Times. The analysis begins by assessing principal cultures with a practice of mathematics. The tension between the role of the teacher and his oral mode, on the one hand, and the use of a written (printed) text, in their respective relation with the student, is one of the dimensions of the comparative analysis, conceived of as the ‘textbook triangle’. The changes in this tension with the introduction of the printing press are discussed. The book presents various national case studies (France, Germany, Italy) as well as analyses of the internationalisation of textbooks via transmission processes. As this topic has not been sufficiently explored in the literature, it will be very well received by scholars of mathematics education, mathematics teacher educators and anyone with an interest in the field.
Author: Dirk De Bock Publisher: Springer Nature ISBN: 3031111664 Category : Education Languages : en Pages : 615
Book Description
The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels—kindergarten to college graduate—in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched. This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations. The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) “Nicolas Bourbaki.” In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching “Sputnik,” the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final “epilogue” chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.
Author: Dirk De Bock Publisher: Springer Nature ISBN: 3030205991 Category : Education Languages : en Pages : 302
Book Description
For anyone interested in the history and effects of the introduction of so-called “Modern Mathematics” (or “Mathématique Moderne,” or “New Mathematics,” etc.) this book, by Dirk De Bock and Geert Vanpaemel, is essential reading. The two authors are experienced and highly qualified Belgian scholars and the book looks carefully at events relating to school mathematics for the period from the end of World War II to 2010. Initially the book focuses on events which helped to define the modern mathematics revolution in Belgium before and during the 1960s. The book does much more than that, however, for it traces the influence of these events on national and international debates during the early phases of the reform. By providing readers with translations into English of relevant sections of key Continental documents outlining the major ideas of leading Continental scholars who contributed to the “Mathématique Moderne” movement, this book makes available to a wide readership, the theoretical, social, and political backdrops of Continental new mathematics reforms. In particular, the book focuses on the contributions made by Belgians such as Paul Libois, Willy Servais, Frédérique Lenger, and Georges Papy. The influence of modern mathematics fell away rapidly in the 1970s, however, and the authors trace the rise and fall, from that time into the 21st century, of a number of other approaches to school mathematics—in Belgium, in other Western European nations, and in North America. In summary, this is an outstanding, landmark publication displaying the fruits of deep scholarship and careful research based on extensive analyses of primary sources.
Author: Collectif,
Author: Collectif,
Author: Jean-Luc Brégeon
Author: Daniel Perrin (mathématicien).)
Author: Joseph W. Dauben
Author: Maximilien Marie
Author: Gert Schubring
Author: 
Author: Dirk De Bock
Author: Dirk De Bock
Author: Ivor Grattan-Guinness