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Three perspectives on the issue of theoretical diversity. (English)
Hodgson, Bernard R. (ed.) et al., The didactics of mathematics: approaches and issues. A homage to Michèle Artigue. Cham: Springer (ISBN 978-3-319-26046-4/hbk; 978-3-319-26047-1/ebook). 57-86 (2016).
Classification: D20
1
Praxeology and institution, key concepts for the epistemological anthropology and the socioepistemology. (Praxéologie et institution, concepts clés pour l’anthropologie épistémologique et la socioépistémologie.) (French. English summary, Spanish summary)
Rech. Didact. Math. 33, No. 2, 123-162 (2013); erratum ibid. 33, No. 3, 347 (2013).
Classification: D20 F40
2
From the mathematics to control theory: study of the transposition effects on the Laplace transform within engineers training. (Des mathématiques à l’automatique: étude des effets de transposition sur la transformée de Laplace dans la formation des ingénieurs.) (French. English summary)
Rech. Didact. Math. 31, No. 1, 79-130 (2011).
Classification: I75 D25 C75
3
An anthropological approach to a transitional issue: Analysis of the autonomy required from mathematics students in the French lycee. (English)
Nord. Mat.didakt. 14, No. 2, 5-27 (2009).
Classification: D70 C70 C60 D20
4
Working with and on the notion of mathematical praxeology leading to a model for requirements of learning often ignored by teaching institutions. (Travailler avec, travailler sur la notion de praxélogie mathématique pour décrire les besoins d’apprentissage ignorés par les institutions d’enseignement.) (French. English summary)
Rech. Didact. Math. 28, No. 2, 135-182 (2008).
Classification: D30 D20 C30 D50
5
Knowledge that is not directly taught but is relevant for school mathematics teaching. (A propósito de los conocimientos que no se enseñan explícitamente, empero necesarios para tener éxito en las matemáticas escolares.) (Spanish)
Relime 8, No. 2, 111-127 (2005).
Classification: D30 D50
6
Institutions influencing mathematics students’ private work: A factor of academic achievement. (English)
Educ. Stud. Math. 57, No. 1, 33-63 (2004).
Classification: D55 D65 B55
7
A special domain of knowledge in problem solving: mathematical functioning. (Un objet de savoir spécifique en jeu dans la résolution de problèmes: le fonctionnement mathématique.) (French)
Rech. Didact. Math. 20, No. 3, 331-380 (2000).
Classification: D20
8
Learning with and against prior knowledge - a concrete example: the tangent. (Apprendre avec et contre ses connaissances antérieures.) (French)
Rech. Didact. Math. 15, No. 1, 7-47 (1995).
Classification: C34
9
Panel discussion: ’excite curiosity’ for and by our teaching. Table ronde: ’susciter la curiosite’ pour et par notre enseignement. Podiumsdiskussion: ’Neugierde erwecken’ fuer und durch unseren Unterricht. (French)
Bull. A.P.M.E.P. (Sep 1989) v. 68(370) p. 547-565. [ISSN 0240-5709]
Classification: A60 D30 C20
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