François Pluvinage et l’IREM de Strasbourg : une aventure et une histoire communes
Since the first IREM, research on the teaching of Mathematics and on Teacher Training has had to face previously unknown challenges, and to cope with changes in educational systems: reorganization of curricula, development of IT tools and software for calculation, algebra, geometry, diversification...
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| Vydáno v: | URI:https://journals.openedition.org/adsc, |
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| Hlavní autor: | |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Français |
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Annales de Didactique et de Sciences Cognitives
2024
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| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | Since the first IREM, research on the teaching of Mathematics and on Teacher Training has had to face previously unknown challenges, and to cope with changes in educational systems: reorganization of curricula, development of IT tools and software for calculation, algebra, geometry, diversification of professional pre-orientations, etc. Member of IREM of Strasbourg since its creation, Francois Pluvinage was for fifty years a major player in the Research and Training activities that were developed there. We distinguish seven periods in his commitments and papers: writing textbooks, national assessments, the development of algorithms to model school exercises and determine their complexity, the D.E.A. and the theses in didactics, the Annales de didactique et de sciences cognitives, and the dialogue between the teacher and the students. |
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