Applications des concordanciers à l'enseignement de la grammaire anglaise en DEUG

Les programmes de recherche des collocations des mots d'une langue sont récemment devenus conviviaux et abordables ; les corpus de textes sous forme numérique existent. L'utilisation didactique de ces outils reste néanmoins marginale ou épisodique. Cet article donne des exemples concrets et commentés d'application des concordanciers à l'enseignement de la grammaire anglaise à l'université et une ébauche de typologie d'exercices.Concordancing programs have recently become more user-friendly and affordable on small computer systems; text corpora have likewise become more readily available in computer-readable format. However, such tools are still either unknown to or ignored by language teachers. The purpose of this article is to give a number of concrete examples of applications of concordancers to the teaching – and learning – of English grammar at university level, and to provide the basis for a typology of concordance-based exercises

Prospective mathematics teachers’ extrapolative reasoning about misleading bar graphs

International audienceThis study investigates prospective mathematics teachers’ (PSTs) reasoning about magnitudes in misleading bar graphs. We report results from three student teachers who worked in a group. They made sense of vertically-oriented bar graphs whose vertical axis was not equi-spaced or y-axis did not start with zero. We analyze PSTs’ extrapolative reasoning that refers to the ways they identified implicit relationships in graphs. The results demonstrated that PSTs modified or re-produced the bar graphs to overcome the misleading information, and re-labeled the numerical values of the categorical variables. They focused on arithmetic calculations and used them as a checking tool when they modified the bar graphs. They changed the location of the zero baseline and tended to keep the lengths of the bars invariant

Secondary mathematics teachers' instrumental integration in technology-rich geometry classrooms

Okumus, Samet/0000-0001-5905-196X; Hollebrands, Karen/0000-0001-8266-1467WOS: 000425868700005Instrumental genesis, a psychological construct that describes the process of how an artifact becomes an instrument, illuminates the ways technological tools support mathematics learning. Teachers have vital roles in designing suitable tasks, assisting students in making connections between their work with the artifact and the mathematics they are learning, and making careful teaching moves in organizing instrumental genesis. the current study examines secondary mathematics teachers' instrumental integration when they utilize student-created dynamic geometry sketches in technology-rich classrooms. the results demonstrate that some teachers view moments when students experienced technological or mathematical confusion as an opportunity for mathematical learning while other teachers maintained a focus on technology. Implications for future research are provided.Direct For Education and Human ResourcesNational Science Foundation (NSF)NSF- Directorate for Education & Human Resources (EHR) [1712280] Funding Source: National Science Foundatio

Middle school students' employments of gestures for forming three-dimensional objects using an extrusion or spinning method

Okumus, Samet/0000-0001-5905-196X; Hollebrands, Karen/0000-0001-8266-1467WOS: 000504919800010This case study addresses how middle school students use gestures concomitant with verbal expressions to relate the features of two- and three-dimensional objects. Eight students (five girls and three boys) participated in the study. Students (12-14 years old) used hands-on manipulatives and a dynamic geometry program, Cabri 3D, to form three-dimensional objects from two-dimensional figures using extrusion or spinning. Students used gestures to describe missing elements of three-dimensional objects that were not represented in the tools. During the extrusion activities, students' pointwise and objectwise gestures provided a visual representation for the edges and lateral faces/surfaces of three-dimensional objects. During the spinning activities, some students had difficulty relating the features of two- and three-dimensional objects. Some students employed gestures accompanied by verbal expressions to demonstrate the circular and continuous motion of spinning as well as to represent the lateral surfaces of three-dimensional objects. These gestures stood for the missing (unrepresented) elements of three-dimensional objects in hands-on manipulatives and Cabri 3D when students formed three-dimensional objects using an extrusion or spinning method.Direct For Education and Human ResourcesNational Science Foundation (NSF)NSF- Directorate for Education & Human Resources (EHR) [1712280] Funding Source: National Science Foundatio

Middle school students' employments of gestural signs: A case study

10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME) -- FEB 01-05, 2017 -- Dublin, IRELANDHollebrands, Karen/0000-0001-8266-1467WOS: 000467053304127In this research study, we investigated how middle school students created 3-dimensional objects from 2-dimensional figures using an extrusion method. in a summer enrichment program, students used manipulatives and a dynamic geometry program (Cabri 3D). We identified students' strategies for forming 3-dimensional objects with a focus on their gestural signs. the results demonstrated that they most often employed dynamic-pointwise and dynamic-objectwise gestures to demonstrate the lateral faces or edges of 3-dimensional objects. Also, students linked their gestural signs and the Segment tool of Cabri 3D to indicate their reasoning.European Soc Res Math EducDivision of Undergraduate EducationNational Science Foundation (NSF)NSF- Directorate for Education & Human Resources (EHR) [1712280] Funding Source: National Science Foundatio

Middle school students' employments of gestural signs: A case study

International audienceIn this research study, we investigated how middle school students created 3-dimensional objects from 2-dimensional figures using an extrusion method. In a summer enrichment program, students used manipulatives and a dynamic geometry program (Cabri 3D). We identified students' strategies for forming 3-dimensional objects with a focus on their gestural signs. The results demonstrated that they most often employed dynamic-pointwise and dynamic-objectwise gestures to demonstrate the lateral faces or edges of 3-dimensional objects. Also, students linked their gestural signs and the Segment tool of Cabri 3D to indicate their reasoning

Tools and Mathematics: Instruments for Learning

Hollebrands, Karen/0000-0001-8266-1467; Okumus, Samet/0000-0001-5905-196XWOS: 000413885200007[No abstract available

Prospective mathematics teachers’ extrapolative reasoning about misleading bar graphs

International audienceThis study investigates prospective mathematics teachers’ (PSTs) reasoning about magnitudes in misleading bar graphs. We report results from three student teachers who worked in a group. They made sense of vertically-oriented bar graphs whose vertical axis was not equi-spaced or y-axis did not start with zero. We analyze PSTs’ extrapolative reasoning that refers to the ways they identified implicit relationships in graphs. The results demonstrated that PSTs modified or re-produced the bar graphs to overcome the misleading information, and re-labeled the numerical values of the categorical variables. They focused on arithmetic calculations and used them as a checking tool when they modified the bar graphs. They changed the location of the zero baseline and tended to keep the lengths of the bars invariant

Transitions towards digital resources: change, invariance and orchestration

This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, namely instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources

Transitions towards digital resources: change, invariance and orchestration

This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, namely instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources