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: Approches historiques des mathématiques et des disciplines connexes pour l'enseignement et la formation
Niveau : Formation à l'enseignement, initiale et continue.
1481 fiches trouvées
Reponses 361 à 380
361
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Of the use of the "English sector" in trigonometry: What amount of mathematical trainingwas necessary in the 18th century? p. 316-325.
362
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. On the relations between geometry and algebra in Gestrinius' edition of Euclid's Elements. p. 513-523.
363
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Original sources in the mathematics classroom. p. 205-207.
364
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Playing with infinity of Rózsa Péter. Problem series in a Hungarian tradition of mathematics education. p. 687-693.
365
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Pythagore et les angles droits, des exemples d'ouvertures de classes de mathématiques sur le monde. p. 593-604.
366
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Récréations mathématiques, géométrie de situation... De nouveaux outils pour enseigner les mathématiques à la fin du XIXe siècle. p. 263-275.
367
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Snapshots of the history of the sign system of algebra in a course for pre-service secondary teachers of mathematics. p. 537-538.
368
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. Space, structuring, figure: A prehistoric legacy. p. 695-701.
369
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The application of HPM video clips in mathematical teaching in middle school: Teaching the application of linear equation with one unknown. p. 403-413.
370
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The cognitive value of historical case studies for teaching and learning. The case of Leibniz's text De Quadratura Arithmetica (1675-1676). p. 501-502.
371
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The concept of mathematical cognitive transgression in exploring learners' cognitive development of nondeterministic thinking. p. 465-471.
372
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The confluence of the Yellow River and the Mediterranean: synthesis of European mathematics and Chinese mathematics during the seventeenth, eighteenth and nineteenth centuries. p. 581-592.
373
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The development of Mathematics Education as seen in Mathematics Education controversies in Japan. p. 489-500.
374
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The emergence of the idea of irrationality in theoretical music contexts in the Renaissance. p. 257-262.
375
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The influence of mathematical classics reading on university students' mathematics beliefs. p. 627-636.
376
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The Invention of number. p. 703-712.
377
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The light prefers the shortest. Physics and geometry about shortest path problems from Heron to Fermat. p. 359-370.
378
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The mathematical cultures of Medieval Europe. p. 39-64.
379
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The mathematics in the Polytechnic Academy of Porto (Portugal, 1837-1911). p. 525-536.
380
2016 History and Pedagogy of Mathematics: july 18-22 2016, Montpellier, France. The research on thinking of variant of Pythagorean section. p. 539-541.