Recherches sur les difficultés d'enseignement et d'apprentissage des mathématiques


Book Description

S’adressant aux didacticiens, aux formateurs et à ceux qui œuvrent directement auprès d’élèves en difficulté d’apprentissage des mathématiques au primaire et au secondaire, l’ouvrage traite des conceptions et cadres théoriques de la didactique des mathématiques et présente des analyses de pratiques d’enseignement des mathématiques et d’expérimentations didactiques.




A Challenge for Mathematics Education


Book Description

Fruto de un encuentro celebrado en Vilanova i la Geltrú (España) en julio de 2002, el libro que presentamos hoy, trata uno de los temas de gran importancia para la reflexión pedagógica actual: el papel de la globalización, vehiculado por lo sugerente de lo común y de lo diverso en educación matemática y sus desafíos.







The Handbook of Mathematics Teacher Education: Volume 3


Book Description

Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks addresses the “who” question of mathematics teacher education. The authors focus on the various kinds of participants in mathematics teacher education, professional development and reform initiatives.




Theory of Didactical Situations in Mathematics


Book Description

This book is unique. It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990. These texts provide a comprehensive presentation of the Theory. In order to facilitate the reading of certain points footnotes have been added, as well as preludes and interludes to place in context the chosen texts and clarify the construction of the book.




Articulations Between Tangible Space, Graphical Space and Geometrical Space


Book Description

This book aims to present some of the latest research in the didactics of space and geometry, deepen some theoretical questions and open up new reflections for discourse. Its focus is as much on the approach of geometry itself and its link with the structuring of space as it is on the practices within the classroom, the dissemination of resources, the use of different artefacts and the training of teachers in this field. We study how spatial knowledge, graphical knowledge and geometric knowledge are taken into account and articulated in the teaching of space and geometry in compulsory schools, teaching resources (programs and textbooks) and current teacher training. We question how the semiotic dimension (language, gestures and signs) of geometric activity can be taken into account, and we identify the role of artefacts (digital or tangible) in the teaching and learning of geometry. This book brings together some fifteen contributions from Frenchspeaking researchers from different countries (France, Switzerland and Canada).




Proceedings of the Fourth International Congress on Mathematical Education


Book Description

Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.







Advanced Intelligent Systems for Sustainable Development (AI2SD’2020)


Book Description

This book publishes the best papers accepted and presented at the 3rd edition of the International Conference on Advanced Intelligent Systems for Sustainable Development Applied to Agriculture, Energy, Health, Environment, Industry, Education, Economy, and Security (AI2SD’2020). This conference is one of the biggest amalgamations of eminent researchers, students, and delegates from both academia and industry where the collaborators have an interactive access to emerging technology and approaches globally. In this book, readers find the latest ideas addressing technological issues relevant to all areas of the social and human sciences for sustainable development. Due to the nature of the conference with its focus on innovative ideas and developments, the book provides the ideal scientific and brings together very high-quality chapters written by eminent researchers from different disciplines, to discover the most recent developments in scientific research.




Creativity and Technology in Mathematics Education


Book Description

This volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning. This work is being built on the discussions at the mini-symposium on Creativity and Technology at the International Conference on Mathematical Creativity and Giftedness (ICMCG) in Denver, USA (2014), and other contributions to the topic. The book emphasizes a diversity of views, a variety of contexts, angles and cultures of thought, as well as mathematical and educational practices. The authors of each chapter explore the potential of technology to foster creative and divergent mathematical thinking, problem solving and problem posing, creative use of dynamic, multimodal and interactive software by teachers and learners, as well as other digital media and tools while widening and enriching transdisciplinary and interdisciplinary connections in mathematics classroom. Along with ground-breaking innovative approaches, the book aims to provide researchers and practitioners with new paths for diversification of opportunities for all students to become more creative and innovative mathematics learners. A framework for dynamic learning conditions of leveraging mathematical creativity with technology is an outcome of the book as well.