Définitions et exemples : prérequis pour l'apprentissage de l'algèbre moderne
The aim of this paper is a first didactical study of the learning difficulties of modern algebra concepts in a first degree in mathematics at University. This study is part of a wider research whose goal is the development of a didactics of mathematical structuralism supported on its epistemology. T...
Enregistré dans:
| Udgivet i: | URI:https://journals.openedition.org/adsc, |
|---|---|
| Auteurs principaux: | , , |
| Format: | Article ou chapitre numérique |
| Sprog: | Français |
| Udgivet: |
Annales de Didactique et de Sciences Cognitives
2023
|
| Fag: | |
| Online adgang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Summary: | The aim of this paper is a first didactical study of the learning difficulties of modern algebra concepts in a first degree in mathematics at University. This study is part of a wider research whose goal is the development of a didactics of mathematical structuralism supported on its epistemology. The empirical data analyzed in this paper are taken from a questionnaire, submitted to third year mathematics students at Montpellier University, in order to test the acquisition of notions previously identified as prerequisites to the learning of group theory. First, we develop the epistemological and cognitive aspects on one hand, and the input of logical semantics on the other hand. Next, we present the a priori and a posteriori analysis of the questionnaire submitted to students, and then return to our research question to provide a first set of elements of response to the problem of the teaching and learning of modern algebra. We end our paper by a general conclusion and new perspectives opened up by this work. |
|---|