The extended theoretical framework of Mathematical Working Space (extended MWS): use in physics and chemistry

International audienceThe Mathematical Working space (MWS) was developed to better understand the didactic issues around mathematical work in a school environment by Kuzniak et al (2016). The MWS has two levels: one is a cognitive nature in relation to the student and another is an epistemological nature in relation to the mathematical content studied. The MWS diagram was transformed by adding an epistemological plane corresponding to the rationality framework of physics (Moutet 2018a, 2019) or of chemistry (Moutet, 2018b). A first teaching sequence developed by Moutet (2018a, 2019) is destined for students in the final year of secondary school (grade 12) in France, on the topic of special relativity following the work of de Hosson (2010). The Minkowski diagram is used with the GeoGebra dynamic geometry software. The work on the chronological inversion of events in two reference frameworks in a relativistic context is done with students with problem solving. Another problem, including an experimental session in chemistry, is also studied (Moutet, 2018b). The construction of graphs allows both to work on the notion of stoichiometry with GeoGebra and to deduce the mass concentration of a pharmaceutical product. The methodological framework used is didactic engineering. Data collections can be videos, audio recordings or GeoGebra files. We used the modelling cycle proposed by Blum and Leiss (2005) to position the teaching sequences studied. We carried out a preliminary study of a physics sequence by studying the transition from the real model to the real results and a chemistry sequence covering the complete modelling cycle from the real situation to the real results. Two research questions guided this work: 1) How does the extended MWS framework allow the analysis of the sets of rationality frameworks between mathematics and physics or chemistry, during a sequence with students in the final year of secondary school via a geometric approach? 2) To what extent does the analysis of the use of dynamic geometry software by the extended MWS framework, show that it promotes a conceptualisation in students? It's possible to propose new strategies when using of GeoGebra with another register of semiotic representation when working with problems solving. The extended MWS model makes it possible to build detailed analyses of student's work in physics or chemistry.Blum, W., Leiss, D. (2005). « Filling up » - the problem of independence-preserving teacher interventions in lessons with demanding modelling tasks. In M. Bosch (Ed.) Proceedings for the CERME 4, Spain. 1623–1633. de Hosson, C., Kermen, I., & Parizot, E. (2010). Exploring students’ understanding of reference frames and time in Galilean and special relativity. European Journal of Physics, 31, 1527–1538. Kuzniak, A., Tanguay, D., & Elia, I. (2016). Mathematical Working Spaces in schooling: an introduction. ZDM mathematics Education, 48, 721–737. Moutet, L. (2018a). Analysis of a teaching sequence of special relativity: the contribution of the extended MWS model. Annales de didactique et de sciences cognitive, 23, 107–136. Moutet, L. (2018b). The extended theoretical framework of Mathematical Working Space: potentialities in physics and chemistry. Sixth Symposium of Mathematical Work – ETM6, 13-18 December 2018, Valparaiso, Chili. Moutet, L. (2019). The extended theoretical framework of Mathematical Working Space (extended MWS): potentialities in physics. CERME11, 6-10 February 2019, Utrecht, the Netherlands

The Extended Theoretical Framework of Mathematical Working Space (Extended MWS): Potentialities in Chemistry

International audienc

The extended theoretical framework of Mathematical Working Space (extended MWS): Potentialities in physics

International audienceThe aim is to show how the extended Mathematical Working Space (extended MWS) theoretical framework makes it possible to analyse the tasks implemented during a few stages of a modelling cycle in physics. The study begins with a special relativity teaching sequence using a diagrammatic approach in “Terminale S” in France (Grade 12). The analysis using the extended MWS theoretical framework allows to highlight the learning advantages of this diagrammatic approach during a complete didactic engineering. This work is proposed for TWG6 to CERME11

Le cadre théorique de l’ETM étendu : analyse d’une séquence utilisant la relativité restreinte

International audienceIl s’agit de montrer comment le cadre théorique de l’ETM étendu est utilisé pour analyser les tâches mises en œuvre lors du processus de modélisation. Le cadre de l’ETM étendu permet de montrer, au travers de l’exemple d’une séquence d’enseignement de relativité restreinte en terminale S en France (grade 12), quelles sont les interactions entre le plan cognitif et les plans épistémologiques de la physique ou des mathématiques. Les genèses, l’association de genèses et l’interaction entre les différents plans peuvent être explicitées pour certaines étapes du cycle de modélisation

Le cadre théorique l’ETM étendu : analyse d’une séquence utilisant la relativité restreinte

International audienceIl s’agit de montrer comment le cadre théorique de l’ETM étendu permet d’analyser les tâches mises en œuvre lors du processus de modélisation. Le cadre de l’ETM étendu permet de montrer, au travers de l’exemple d’une séquence d’enseignement de relativité restreinte en terminale S en France (grade 12), quelles sont les interactions entre le plan cognitif et les plans épistémologiques de la physique ou des mathématiques. Les genèses, l’association de genèses et l’interaction entre les plans épistémologiques des mathématiques et de la physique peuvent être explicitées pour certaines étapes du cycle de modélisation. Moutet, L. (2017). Le cadre théorique l’ETM étendu : analyse d’une séquence utilisant la relativité restreinte In G.R.I.M (ed.), Quaderni di Ricerca in Didattica (Mathematics), Actes de la 69e CIEAEM, (95-99), 27(2). University of Palermo, Italy

Le cadre théorique de l’ETM étendu : Analyse d’une séquence utilisant la relativité restreinte

International audienceThe theoretical frame of the extended MWS allows to analyse the tasks operated during the process of modelling. It allows to show, through the example of a special relativity teaching sequence in a grade 12 class in France, which are the interactions between the cognitive plane and the epistemological planes of the physics or the mathematics. The geneses, the association of geneses and the interaction between differents plans can be clarified for certain stages of the cycle of modelling

Le cadre théorique de l’ETM étendu : analyse d’une séquence utilisant la relativité restreinte

International audienceIl s’agit de montrer comment le cadre théorique de l’ETM étendu est utilisé pour analyser les tâches mises en œuvre lors du processus de modélisation. Le cadre de l’ETM étendu permet de montrer, au travers de l’exemple d’une séquence d’enseignement de relativité restreinte en terminale S en France (grade 12), quelles sont les interactions entre le plan cognitif et les plans épistémologiques de la physique ou des mathématiques. Les genèses, l’association de genèses et l’interaction entre les différents plans peuvent être explicitées pour certaines étapes du cycle de modélisation

Le cadre théorique de l’ETM étendu : potentialités en physique et en chimie

International audienceLe cadre théorique de l’ETM étendu permet d’analyser les tâches mises en œuvre lors de quelques étapes d’un cycle de modélisation en physique ou en chimie. Une séquence d’enseignement de relativité restreinte utilisant une approche diagrammatique en terminale S en France (Grade 12) est tout d’abord étudiée. L’analyse utilisant le cadre théorique de l’ETM étendu permet de mettre en valeur les avantages sur les apprentissages de cette approche diagrammatique lors d’une ingénierie didactique complète. Le cadre théorique de l’ETM étendu est également utilisé lors d’une analyse a priori de tâches mises en œuvre en chimie lors de la réalisation d’un dosage en chimie des solutions dans l’enseignement secondaire. L’analyse a priori utilisant le cadre théorique de l’ETM étendu permet de proposer de nouvelles stratégies d’apprentissage. La notion d’ETP personnel est également introduite dans cet article

Appropriation des outils théoriques développés dans la recherche par des enseignants français lors de la formation continue

International audienceReflective analysis is an activity that is widely emphasised in the learning processes of trainee teachers in France. It remains important throughout a teacher's career in order to favour their creative potential. It corresponds to competence 14 of the reference frame of competences for teaching and education professions in France (MEN, 2013).JIGSAW (Aronson, 2002) is a technique that allows teachers to encourage relationships between students in order to solve complex tasks in some cases. The use of JIGSAW requires the teacher to decompose the final task performed by the students. It is therefore interesting to train teachers in the use of theoretical tools that facilitate reflective analysis in order to enable them to break down a complex task more easily to more accessible intermediate tasks. Diagrams used in the theoretical framework of extended Mathematical Working Space (Moutet, 2021) make it possible to understand the articulation, for a given task, between mathematics, physics and chemistry.A hybrid distance learning sequence for teachers is analysed in this article. The aim was to provide theoretical content on modelling (Blum & Leiss, 2005) and to enable the use of algorithms to be associated with modelling tasks (Lagrange, 2021). This training course introduced students to JIGSAW and to tools for reflective analysis of school tasks in order to help them design JIGSAW-type sequences.Only 30% of the trainees proposed a JIGSAW sequence skeleton during the asynchronous phase. The health context and the 100% distance-learning format may partially explain this finding. Similarly, 65% of the trainees followed the second part of the training in synchronous distance learning, partly because of technical problems with the video-conferencing platform used.This article aims to answer the following research question: How can theoretical tools originally designed for the research support teachers' reflective analysis? The theoretical framework used is that of the extended MWS (Moutet, 2021).The first results show that the implementation of reflective analysis tools initially developed for research is relatively difficult for teachers, but it appears that they are able to appropriate and carry out correct analyses with these tools, which is encouraging

Analyse d'une séquence d'enseignement de la relativité restreinte : l'apport du modèle de l'ETM étendu

International audienc