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563 fiches trouvées
Réponses 321 à 340
321
2012 Les mathématiques éclairées par l'histoire. Diviser un triangle au Moyen Age : l'exemple des géométries latines. p. 73-90.
322
2012 Les mathématiques éclairées par l'histoire. Introduction de la loi normale à partir du texte original de Gauss. p. 115-130.
323
2012 Les mathématiques éclairées par l'histoire. Calculer avec des hyperboles et des paraboles. p. 131-148.
324
2012 Petit x. N° 90. p. 5-33. Des séances ordinaires comportant une dimension historique : quels enseignements ?
325
2012 The HPM Satellite Meeting of ICME-12. Proceeding book 1. A Historical Teaching Module on "The Unreasonable Effectiveness of Mathematics" - the Case of Boolean Algebra and Shannon Circuits. p. 131-143.
326
2011 CultureMATH. Le théorème des restes chinois.
327
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). History and image of mathematics - an experiment. p. 187-196.
328
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Concept maps as visualisation. Their role as an epistemological device for introducing and implementing History of Mathematics in the classroom. p. 101-112.
329
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6), Wien, Austria, 19-23 July 2010.
330
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Design and high-school implementation of mathematical-new-snapshots. An Action-Research into Today's News is Tomorrow's History. p. 171-184.
331
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The use of original sources in the classroom: Empirical Research Findings. p. 351-361.
332
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). An implementation of two historical teaching modules. Outcomes and perspectives. p. 139-151.
333
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). A historical approach of the fundamental concept of measurement. p. 259-269.
334
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The teaching of mathematics mediated by the history of mathematics. p. 223-233.
335
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Does history have a significant role to play for the learning of mathematics. Multiple perspective approach to history, and the learning of meta level rules of mathematical discourse. p. 51-61.
336
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Secondary school students difficulties with vector concepts and the use of geometrical and physical situations. p. 487-501.
337
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). ICT and history of mathematics : the case of the pedal curves from 17th-century to 19th-century. p. 363-370.
338
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The history of mathematics in the classroom. p. 245-257.
339
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Modelling in classroom. "Classical Models" (in Mathematics Education) and recent developments. p. 113-126.
340
2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Evolution of college student's epistemological views of mathematics in a history-based class. p. 307-318.