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CANADIAN MATHEMATICS EDUCATION
STUDY GROUP
GROUPE CANADIEN D'ÉTUDE EN DIDACTIQUE
DES MATHÉMATIQUES
PROCEEDINGS / ACTES
2012 ANNUAL MEETING /
RENCONTRE ANNUELLE 2012
Université Laval
May 25 May 29, 2012
EDITED BY:
Susan Oesterle, Douglas College
Darien Allan, Simon Fraser University
Peter Liljedahl, Simon Fraser University
Proceedings of the 2012 Annual Meeting of the
Canadian Mathematics Education Study Group /
Groupe Canadien d'Étude en Didactique des Mathématiques are published by CMESG/GCEDM.They were printed in May 2013 in Burnaby, BC.
ISBN: 978-0-86491-343-2
iiiPROCEEDINGS OF THE 2012 ANNUAL MEETING OF THE
CANADIAN MATHEMATICS EDUCATION STUDY GROUP / ACTESDE LA RENCONTRE ANNUELLE 2012 DU GROUPE CANADIEN
D'ÉTUDE EN DIDACTIQUE DES MATHÉMATIQUES
36th Annual Meeting
Université Laval
May 25 May 29, 2012
CONTENTS / TABLES DES MATIÈRES
ELAINE SIMMT ix Introduction
xi Schedule / HorairePLENARY LECTURES / CONFÉRENCES
PLÉNIÈRES
MARGARET WALSHAW 3 Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries PAULUS GERDES 13 Old and New Mathematical Ideas from Africa: Challenges forReflection
ELDER TALK / LA PAROLE AUX ANCIENS
WILLIAM HIGGINSON 37 Cooda, Wooda, Didda, Shooda: Time Series Reflections onCMESG/GCEDM
PANEL ELAINE SIMMT 47 Panel Introduction: What is Fundamental Mathematics forLearners?
DARIEN ALLAN 49 What is Fundamental in Mathematics? RALPH MASON 53 What is Fundamental Mathematics for Learners? RUTH BEATTY 55 What is Fundamental Mathematics for Primary/Junior Learners? iv PETER TAYLOR 59 What it is Important for the Students to LearnAt the Post-Secondary Level (and Arguably at Any Level)
HÉLÈNE PARADIS
61/ What Mathematics are Considered to be Essential to Students Throughout Their
Learning Process?
WORKING GROUPS / GROUPES DE TRAVAIL
FRANCE CARON &
PETER LILJEDAHL
71 A y Numeracy: Goals, Affordances, and Challenges
BEVERLY CASWELL &
DAVID WAGNER
81 B y Diversities in Mathematics and their Relation to Equity
CHANTAL BUTEAU &
NATHALIE SINCLAIR
95 C y Technology and Mathematics Teachers (K-16) / La
(K-16)DAVID REID &
DENIS TANGUAY
101 D y La preuve en mathématiques et en classe / Proof in
Mathematics and in Schools
PETER APPELBAUM &
SUSAN GEROFSKY
115 E y The Role of Text/books in the Mathematics Classroom / Le
rôle des manuels scolaires dans la classe de mathématiquesHASSANE SQUALLI,
CHRIS SUURTAMM, &
VIKTOR FREIMAN
125 F y Preparing Teachers to Develop Algebraic Thinking in Primary
and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaireTOPIC SESSIONS / SÉANCES THÉMATIQUES
MIROSLAV LOVRIC 139 Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity inCalculus
LOUIS CHARBONNEAU &
DAVID GUILLEMETTE
147 Dialogue sur la lecture de textes historiques dans la classe de
mathématiques / Dialogue on Reading Original Texts in theMathematics Classroom
vNEW PHD REPORTS / PRÉSENTATIONS DE
THÈSES DE DOCTORAT
BEVERLY CASWELL 161 Teaching Toward Equity in Mathematics ELENA HALMAGHI 171 Inequalities in the History of Mathematics: From Peculiarities to aHard Discipline
MANON LEBLANC 179 The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum GENEVIÈVE LESSARD 187 Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in ProblemSituations Involving Rational Numbers
action didactique conjointe de lenseignant,JEAN-FRANÇOIS
MAHEUX
199 Mathematics Education: An Aporetic of Epistemology, Language
and Ethics SUSAN OESTERLE 209 Diverse Perspectives on Living theTensions
ARMANDO PAULINO
PRECIADO BABB
217 Conversations Held and Roles Played During Mathematics
OANA RADU 225 The Ordinary Yet Extraordinary Emotions and Motives ofPreservice Mathematics Teachers
MIREILLE SABOYA 233 -construite
Development and Analysis of a Didactic Intervention, Co- constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High SchoolStudents
AD HOC SESSIONS / SÉANCES AD HOC
OLIVE CHAPMAN &
MARGARET WALSHAW
243 Publishing in the Journal of Mathematics Teacher Education
TARAS GULA 245 Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est- secondaire ? vi LIONEL LACROIX 247 Challenges in Supporting Mathematics Teachers to Develop TheirTeaching Practices
JEAN-FRANÇOIS
MAHEUX
249 Rapport sur le ad hoc éthique et éducation mathématique / Report
on the Ethics & Mathematics Education Ad Hoc VEDA ROODAL PERSAD 251 Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? GEOFFREY ROULET 253 Online Environments for Mathematics Sharing and Collaboration PETER TAYLOR 255 Ad Hoc Session on Planning for the Next Canadian Math EducationForum (CMEF) to be Held in May 2014
MATHEMATICS GALLERY / GALLÉRIE
MATHÉMATIQUE
SEAN BEAUDETTE,
ALEXANDRA PENN, &
GEOFFREY ROULET
259 and
Mathematics Teaching
LAURA BROLEY 261 Gearing Up For Grade 9: A Learning ObjectDALIA CHALLITA &
NADIA HARDY
263 of the Role of Theory and Examples in
College Level Mathematics
LUCIE DEBLOIS 265 Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices inMathematics Teaching
JILL LAZARUS &
GEOFFREY ROULET
267 Blended Mathematical Collaboration Using a Wiki, Geogebra and
JingJEAN-FRANÇOIS
MAHEUX &
FABIENNE VENANT
269 Some Things Technologies Can Tell Us About Technologies: An
Instrumented Analysis of Two Successive Mathematics CurriculaTOD L. SHOCKEY &
SIBYLLE WECK-
SCHWARZ
271 Investigating the Teaching Practices of a Group of Mathematics
Graduate Students
DIANE TEPYLO, JOAN
MOSS, CATHERINE
BRUCE, TARA FLYNN,
DIANA CHANG, &
ZACHARY HAWES
273 Mathematics For Young Children: Exploring What is Possible in
Early Mathematics Education?
JOSIANNE TRUDEL 275 -apprentissage en lien
avec le métier du scénograp mathématique des élèves du 1er cycle du secondaire viiAPPENDICES / ANNEXES
279 A y Working Groups at Each Annual Meeting
285 B y Plenary Lectures at Each Annual Meeting
289 C y Proceedings of Annual Meetings
ixINTRODUCTION
Elaine Simmt President, CMESG/GCEDM
University of Alberta
Each year our membership comes together to interact with each other around a variety of mathematics education interests, challenges and (of course) problems (math problems, that is). Thi important conversations. For me, highlights of the meeting emerged from the formal program, my time in a working group, dinner conversations and two excellent plenaries. It was with great pleasure that I sat with Paulus Gerdes (and my Canadian colleagues) at dinner, where we experienced stimulating conversation and absolutely wonderful wine and cheese. The evening with Gerdes left me inspired to think more about mathematics for the particular cohort of mathematics teachers after independence and how he and his colleagues began by asking those first candidates what mathematics was for them. Margaret Walshaw asked a similar question of the teacher candidates she worked with, trying to understand mathematics identity. Both of our keynotes then, one explicitly and the other implicitly, reminded all of us of the reciprocal relationship between personal identity and cultural mathematics and how each shapes the other. Although I attended the Proof in Mathematics and in Schools working group, and really appreciated the experience that our co-leaders facilitated, I know that there were a number of other working groups (Numeracy: Goals, Affordances, and Challenges; Diversities in Mathematics and their Relation to Equity; Technology and Mathematics Teachers (K-16); The Role of Text/books in the Mathematics Classroom; and Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School) that I would have enjoyed and from which I would have learned just as much. Topic group sessions by Lovric and Charbonneau & Guillemette provided members with an opportunity to think more about teaching infinity in calculus and reading original texts in mathematics. As well, the panel discussion offered us a diverse set of perspectives from which we could think more about the content that should be in our mathematics curriculum in Kindergarten through Baccalaureate programs. Finally, the program was kept fresh and relevant with the new PhD presentations, the ad hoc sessions and the presentations in the Math Gallery. Thanks to all of you who contributed to our program. The wine and cheese dinner was certainly a highlight for me, but I know that many of you enjoyed the other aspects of the local program as well. From the opening reception to our dinner out at Le Moulin de Saint-Laurent, our visit to Montmorency Falls and the night in Vieux-Québec, the local organizers knew just how to keep us fed and happy. On behalf of our executive and all of the conference participants, I would like to thank Frédéric Gourdeau and his incredibly helpful and pleasant math students, Marie-Pier Bédard, Simon B. Lavallé, and Sarah Mathieu-Soucy for their hospitality. Special thanks to Andréa Deschênes, Anick Lévesque-Gravel, Joannie Harvey, Malik Younsi, Jonathan Godin, Laurent Pelletier, and Emmanuelle Renauld for setting their mathematics aside long enough to serve at the opening reception and then again at the wine and cheese soirée. And, one last thank you to Lucie DeBlois who looked after the executive once the conference was over. xiHoraire
Vendredi
25 mai
Samedi
26 mai
Dimanche
27 mai
Lundi28 mai
Mardi29 mai
8:45 10:15
Groupes de
travail8:45 10:15
Groupes de
travail8:45 10:15
Groupes de
travail8:45 9:15
Nlles thèses (3)
9:20 9:50
Séances ad hoc
10:00 11:30
Panel10:15 10:45
Pause café
10:30 11:00
Pause café
10:30 11:00
Pause café
10:45 12:15
Groupes de
travail10:45 12:15
Groupes de
travail10:45 12:15
Groupes de
travail11:30 11:45
Pause café
11:45 12:30
Séance
de clôture12:30 13:30
Dîner
12:30 13:30
Dîner
12:30 13:30
Dîner
13:30 14:45
Gallérie
mathématique13:30 14:30
Plénière 2
13:30 14:00
Petits groupes
14:30 17:00
Inscription
Pavillon De
Koninck
15:00 16:30
Plénière GDM
15:30 16:20
Amis de FLM
14:00 15:00
Plénière 2 :
Séance questions
14:40 15:40
Séances
thématiques15:00 15:30
Petits groupes
15:05 15:30
Séances ad hoc
15:30 16:00
Pause café
15:30 16:00
Pause café
16:00 16:50
Plénière 1 :
Séance questions
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