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Etude épistémologique et didactique de la preuve en mathématiques et de son enseignement. Une ingénierie de formation

Abstract : The study shows that mathematical proof does not live in the classroom as it does in mathematics especially in the secondary school. The gap is wide. The didactical transposition distorts the meaning of mathematical proof today, learning proof is reduced to learning how to succeed in doing exercises about formal writing. Thus it is necessary to change teaching practices, so that the proof is taught more satisfactorily on epistemological and educational plans. We point out that it is relevant and possible to initiate this change by working on teachers'conceptions about the proof, teaching and learning. For this purpose we propose a teacher education engineering grounded on three problems : at first it aims students' existing relation with mathematical proof, then we make the teachers search problems and produce proofs. Then we may specify the teachers'relation with proof and begin make them reflect on their teaching practices at the same time.
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https://tel.archives-ouvertes.fr/tel-00398847
Contributor : Michèle Gandit <>
Submitted on : Thursday, June 25, 2009 - 9:00:43 AM
Last modification on : Wednesday, November 4, 2020 - 2:31:29 PM
Long-term archiving on: : Tuesday, June 15, 2010 - 5:32:11 PM

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  • HAL Id : tel-00398847, version 1

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Michèle Gandit. Etude épistémologique et didactique de la preuve en mathématiques et de son enseignement. Une ingénierie de formation. domain_other. Université Joseph-Fourier - Grenoble I, 2008. Français. ⟨tel-00398847⟩

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