Department of Mathematics

https://www.univ-soukahras.dz/en/dept/math

Lecturer	Bachir BARROUK
Information	Bachelor - Mathematics Department of Mathematics Website : https://www.univ-soukahras.dz/en/module/2668 Semester : S5 Unit : UED5.1 Credit : 3 Coefficient: 1
Content	1/ Why didactics of mathematics? The object of didactics (historical approach to the emergence and evolution of didactics, didactics and educational sciences, didactics and pedagogy). The systemic approach (the three poles of didactics). Some works in didactics (work on didactic engineering, didactic transposition, dialectic between tool-object, conceptual field, theory of didactic situations, knowledge acquisition, epistemological obstacles). 2/ How does mathematical knowledge work? (What differentiates it from the knowledge of other sciences?). Epistemology and the teaching of mathematics: Epistemology and didactics (didactics and its relationship with the history of science, formation of mathematical concepts, epistemological characteristics and didactic questioning). Epistemology, representations and relationship to knowledge. Historical evolution for some mathematical concepts (numbers, types of geometries, etc.). 3/ How do students learn? Genetic epistemology and didactics: Conceptions about learning (traditional theory, behaviorism, constructivism). Some trends in cognitive psychology (behaviorist theories, cognitivism, and genetic epistemology). 4/ Directed works Identify the didactic variables that influence the learning of mathematical concepts. Illustrate, through examples and then in the field of mathematics, the relationship between epistemological analysis and didactic questioning. Study different historical conceptions for a mathematical concept and compare them with the definitions given in school textbooks. Students\' conceptions about mathematical concepts such as: continuity, integral, differential, additive structures, integers, etc. Identify (in a teaching program), the new concepts and those that require in-depth work, and then exploit the conceptual field.
Evaluation	Exam: 100%