Classe de Mathématiques, réalité et communication

This study focuses on an inquiry-based teaching experience in mathematics, with 5th grade students in which we have established a strong connection with reality and intensified student’s ability to communicate, while promoting problem solving and mathematical reasoning. Mathematics lessons are organized into four phases: (i) Launching the task for students; (ii) Development of the task; (iii) Discussion of the task; and (iv) Systematization of mathematical learning. To prepare task discussion, the teacher implements a “gallery of tasks” through which students have their first contact with their colleague’s resolutions: they can ask questions and make comments in the presented sheets. This article presents the results of a lesson on percentages, in which students worked on the task entitled “Discount at Bit- @ - Byte”. The analysis of this task and the results of similar tasks of reality made throughout the school year shows that the inquiry-based teaching allows improvements in mathematics, namely learning concepts and capabilities such as reasoning, communication and problem solving

Mapping geologic features onto subducted slabs

Estimating the location of geologic and tectonic features on a subducting plate is important for interpreting their spatial relationships with other observables including seismicity, seismic velocity and attenuation anomalies, and the location of ore deposits and arc volcanism in the over-riding plate. Here we present two methods for estimating the location of predictable features such as seamounts, ridges and fracture zones on the slab. One uses kinematic recon- structions of plate motions, and the other uses multidimensional scaling to flatten the slab onto the surface of the Earth. We demonstrate the methods using synthetic examples and also using the test case of fracture zones entering the Lesser Antilles subduction zone. The two methods produce results that are in good agreement with each other in both the synthetic and real examples. In the Lesser Antilles, the subducted fracture zones trend northwards of the surface projections. The two methods begin to diverge in regions where the multidimensional scaling method has its greatest likely error. Wider application of these methods may help to establish spatial correlations globally