| Les deux révisions précédentesRévision précédenteProchaine révision | Révision précédente |
| mathematiques:start [2022/01/26 16:06] – [Divers] villersd | mathematiques:start [2023/07/30 19:01] (Version actuelle) – [Références diverses] villersd |
|---|
| |
| ===== 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 ==== |
| |
| ===== 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 ==== |
| * [[https://www.independent.org/news/article.asp?id=13604|Replace the Proposed New California Math Curriculum Framework: News: The Independent Institute]] | * [[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://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.”** |
| |
| |
| * [[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). |
| |
