The French Didactic Tradition in Mathematics

This chapter presents the French didactic tradition. It first describes theemergence and development of this tradition according to four key features (role ofmathematics and mathematicians, role of theories, role of design of teaching andlearning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this traditionon algebra and on line symmetry-reflection. It then questions the influence of thistradition through the contributions of four researchers from Germany, Italy, Mexicoand Tunisia, before ending with a short epilogue

Logic in University Mathematics Education

International audienc

Introduction to the papers and posters of WG1: Argumentation and Proof

The papers focus on an analysis of reports, presentations and discussions carried out at the working Group 1 (argumentation and proof)

Didactical issues at the interface of mathematics and computer science

International audienceThis contribution takes place in the context of a research project 1 on the epistemological and didactical issues of interactions between mathematics and computer science. We make the hypothesis that, with the introduction of digital tools and computer science content in most curricula, significantly taking into account the epistemology of mathematics, computer science and their interactions is essential in order to tackle the challenges of mathematics and computer science education in the digital era. In view of this, addressing the question of proof in mathematics and computer science is a central didactical issue, which we examine in this contribution. We will elaborate on the links between the concepts of algorithm, proof, and program, and will argue for their significance in a general reflection on didactical issues in mathematics and computer science, in their teaching at high school and undergraduate levels

Learning mathematics within family discourses

Tiedemann K, Brandt B. Learning mathematics within family discourses. In: Durand-Guerrier V, Soury-Lavergne S, Arzarello F, eds. Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. Lyon: INRP; 2009: 2557-2566