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mathematiques:start [2021/12/07 13:58] – [Divers] villersdmathematiques:start [2023/07/30 19:01] (Version actuelle) – [Références diverses] villersd
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     * 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]]     * 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.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 ===== ===== 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 ==== ==== Nombres et dénombrement ====
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 ===== Enseignement secondaire ===== ===== 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 ==== ==== Divers ====
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     * [[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://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/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 ===== ===== Interdisciplinarité =====
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   * [[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   * [[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]]
 +    * [[https://www.iejme.com/download/designing-mathematics-standards-in-agreement-with-science-13179.pdf|Designing mathematics standards in agreement with science]] Hartman, J. R., Hart, S., Nelson, E. A., & Kirschner, P. A. (2023). International Electronic Journal of Mathematics Education, 18(3), em0739. DOI: 10.29333/iejme/13179 → conclusion : **“Science has discovered that when the brain tries to reason with not-well-memorized information, stringent limits apply. In publications for educators, the importance of automaticity to work around WM limits has been noted since 1996 (Hirsch, 1996). Yet since that time in most states, key K-12 standards have continued to require young students to solve math problems by reasoning in ways science says their brains simply cannot manage.”**
  
  
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 ===== Histoire des mathématiques ===== ===== Histoire des mathématiques =====
   * [[https://hist-math.fr/]]   * [[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]]
  
  
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   * [[http://capes-math.org/index.php?id=archives|CAPES de Mathématiques - Site du jury du CAPES externe et du CAFEP]]   * [[http://capes-math.org/index.php?id=archives|CAPES de Mathématiques - Site du jury du CAPES externe et du CAFEP]]
   * Théorème de Pick et calculs de surfaces ([[https://fr.wikipedia.org/wiki/Théorème_de_Pick]])   * Théorème de Pick et calculs de surfaces ([[https://fr.wikipedia.org/wiki/Théorème_de_Pick]])
 +  * [[https://amiealbrecht.com/2023/07/21/the-shape-of-our-mathematical-beliefs/|The shape of our mathematical beliefs – Wonder in Mathematics]]
 +  * Mathias Sablé-Meyer. Human cognition of geometric shapes, a window into the mental representation of abstract concepts. PhD thesis, PSL, 2022.
 +    * [[https://www.unicog.org/biblio/Author/SABLE-MEYER-M.html]]
 +    * [[https://s-m.ac/]] (liens directs)
 +
 +
 ==== Textes plus généraux ==== ==== Textes plus généraux ====
   * [[http://act-r.psy.cmu.edu/papers/misapplied.html|Applications and Misapplications of Cognitive Psychology to Mathematics Education]] Anderson, John R.; Reder, Lynne M.; Simon, Herbert A. (1999).   * [[http://act-r.psy.cmu.edu/papers/misapplied.html|Applications and Misapplications of Cognitive Psychology to Mathematics Education]] Anderson, John R.; Reder, Lynne M.; Simon, Herbert A. (1999).
  
mathematiques/start.1638881909.txt.gz · Dernière modification : 2021/12/07 13:58 de villersd