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Trouche, L. (2003). It and mathematics environments, what uses do you use for what learning?

Conferences and symposiums

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Disciplines
KeywordsTriple Keywords
Pictures
Iconography
Pictorial representations
Reality
Schooling
Instruction
Education of children
Human resource development
Children--Education
Students--Education
Youth--Education
Education
Pedagogy
Education, Primitive
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)
Volition
Conation
Will
Thought and thinking
Thoughts
Thinking
Mind
Learning
Learning process
Spacetime
Space of more than three dimensions
Space and time
Space-time
Space-times
Time and space
Space-time continuum
Inclusion, Social
Social integration
Social inclusion
Integration, Social
Job training
Vocational training
Occupational training
Manpower development and training
Manpower training programs
Evidence
Proof
Evolution

Abstract

mathematics, seen as a parangon of pure sciences, often give the image of science built in poor technological environments; however, they have developed by forging powerful material and symbolic tools for themselves (or by exploiting them). Mathematics teaching is generally more in line with the image of mathematics than with the reality of their practice: the aim seems to be to transmit a general form of culture rather than to propose effective calculation tools and the theoretical means of their control (Kahane 2002). This is viable as long as the tools can be kept remotely, outside the classroom; it is no longer the case when computing tools (mainly calculators) are imported by the pupils themselves into the classroom and integrated into their school practices. The resulting conflict between the social legitimacy of these tools and their illegitimate school system (Chevallard 1992) deeply destabilises education in the context of which we will present a general framework for thinking about the integration of tools in the learning and teaching of mathematics. More specifically, we proposerons:1.Une a theoretical approach, making it possible to understand the influence of tools for human activity and in particular for training, vocational or school processes; 2.An analysis of the characteristics of computerised learning environments, highlighting the importance of students’ control of their own instrumented activity; 3.Elements to think about the organisation of the time and space of the study in these environments and to guide students’ activity; 4.Reflecting on the design of the teaching resources needed to facilitate the necessary development of professional practices.

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