Différences

Ci-dessous, les différences entre deux révisions de la page.

--- mathematiques:start [2021/10/12 21:25] – villersd
+++ mathematiques:start [2022/02/24 11:08] – villersd
@@ Ligne 12: / Ligne 12: @@
     * Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (in press). A randomized controlled trial of interleaved practice. Journal of Educational Psychology, 107, 900-908. DOI: /10.1037/edu0000367 [[http://uweb.cas.usf.edu/%7Edrohrer/pdfs/Rohrer_et_al_InPressJEdPsych.pdf|PDF]] + [[http://uweb.cas.usf.edu/%7Edrohrer/pdfs/Interleaved_Mathematics_Practice_Guide.pdf|Interleaved Mathematics Practice Guide]]
   * [[https://www.understood.org/en/school-learning/for-educators/teaching-strategies/evidence-based-math-instruction-for-struggling-students|Evidence-Based Math Instruction for Struggling Students]], Kim Greene, Reviewed by Daniel Ansari, september 2019 → Best Practices for Math Teaching
+  * [[https://www.thescienceofmath.com/|Science of Math]], a movement focused on using objective evidence about how students learn math in order to make educational decisions and to inform policy and practice.
 ===== Enseignement primaire =====
+  * [[https://irem.univ-grenoble-alpes.fr/revues/grand-n/|Grand N]], la revue de mathématiques, sciences et technologie pour les maîtres de l’enseignement primaire
 ==== Nombres et dénombrement ====
@@ Ligne 38: / Ligne 40: @@
   * [[https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12458|Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association]] Gabrielle Garon‐Carrier, Michel Boivin, Frédéric Guay, Yulia Kovas, Ginette Dionne, Jean‐Pascal Lemelin, Jean R. Séguin, Frank Vitaro, Richard E. Tremblay, Child Development Volume87, Issue1 January/February 2016, Pages 165-175  DOI: 10.1111/cdev.12458 → "Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. "
   * [[https://mathies.ca/learningTools.php#Nn1&gsc.tab=0]]
+  * [[https://fillingthepail.substack.com/p/tessellated-with-good-intentions|Tessellated with good intentions - Jo Boaler and the Data Science takeover]] Greg Ashman, 07/12/2021
 ===== Enseignement secondaire =====
+  * [[https://irem.univ-grenoble-alpes.fr/revues/petit-x/petit-x-365064.kjsp|Petit x]], revue de didactique des mathématiques et d’analyses de pratiques pour l’enseignement secondaire
 ==== Divers ====
@@ Ligne 47: / Ligne 52: @@
     * [[https://exomath.info.ucl.ac.be/syllabus/functions-series/index.html|Exomath, syllabus,...]], en cours de développement (exos à venir : [[https://uclouvain.be/fr/instituts-recherche/icteam/ingi/exomath.html]])
   * [[https://eduscol.education.fr/2485/les-reseaux-academiques-en-mathematiques|Les réseaux académiques en mathématiques]] (France)
+  * [[https://eduscol.education.fr/251/mathematiques-cycle-3|Ressources d'accompagnement du programme de mathématiques (cycle 3)]] (eduscol, France)
+    * [[https://eduscol.education.fr/document/32206/download|Les guides fondamentaux pour enseigner - La résolution de problèmes mathématiques au cours moyen]] (janvier 2022)
+  * [[https://eduscol.education.fr/280/mathematiques-cycle-4|Ressources d'accompagnement du programme de mathématiques (cycle 4)]] (eduscol, France)
+    * [[https://eduscol.education.fr/document/13132/download|Les guides fondamentaux pour enseigner - La résolution de problèmes mathématiques au collège]] (décembre 2021)
 ===== Interdisciplinarité =====
@@ Ligne 88: / Ligne 97: @@
 = (24*2)*12 = 24*(2*12) = 24²
 </code></blockquote>
+Livres :
+  * [[https://www.stevenstrogatz.com/books/infinite-powers|Infinite Powers — Steven Strogatz]]
 ===== Articles généraux =====
   * [[https://www.scientificamerican.com/article/a-deep-math-dive-into-why-some-infinities-are-bigger-than-others/|A Deep Math Dive into Why Some Infinities Are Bigger Than Others]] : The size of certain infinite sets has been a mystery. Now, it turns out, each one is different than the next, and they can all be ordered by size - By Martin Goldstern, Jakob Kellner on August 16, 2021, Scientific American
+===== Curriculum et réformes =====
+  * international
+    * [[https://fillingthepail.substack.com/p/a-revolution-in-teaching-methods|A revolution in teaching methods - by Greg Ashman]]
+    * [[https://fillingthepail.substack.com/p/back-to-the-future-with-discovery|Back to the future with discovery learning - by Greg Ashman]]
+    * [[https://www.cde.ca.gov/ci/ma/cf/index.asp|Mathematics Framework - Mathematics (CA Dept of Education)]]
+    * [[https://www.independent.org/news/article.asp?id=13604|Replace the Proposed New California Math Curriculum Framework: News: The Independent Institute]]
+    * [[https://fillingthepail.substack.com/p/tessellated-with-good-intentions|Tessellated with good intentions - by Greg Ashman]]
@@ Ligne 97: / Ligne 117: @@
 ===== Histoire des mathématiques =====
   * [[https://hist-math.fr/]]
+  * Les éléments d'Euclide :
+    * [[https://www.c82.net/euclid/]]
+    * [[https://www.kroneckerwallis.com/product/euclids-elements-completing-oliver-byrnes-work/]], cf [[https://twitter.com/marcmonticelli/status/1171748182243663872?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1171748182243663872%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.kroneckerwallis.com%2Fproduct%2Feuclids-elements-completing-oliver-byrnes-work%2F|Tweet]]