Étude comparative de systèmes tutoriels pour l’exercice de la démonstration en géométrie
This article proposes a state of the art of tutorial systems for high school planar geometry proof learning. The chosen approach is part of exploring the research problem that motivates the development, by our research team, of a tutorial system named QED-Tutrix, that we will present in another pape...
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| Gepubliceerd in: | URI:https://journals.openedition.org/adsc, |
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| Hoofdauteurs: | , , , |
| Formaat: | Article ou chapitre numérique |
| Taal: | Français |
| Gepubliceerd in: |
Annales de Didactique et de Sciences Cognitives
2022
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| Onderwerpen: | |
| Online toegang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Samenvatting: | This article proposes a state of the art of tutorial systems for high school planar geometry proof learning. The chosen approach is part of exploring the research problem that motivates the development, by our research team, of a tutorial system named QED-Tutrix, that we will present in another paper. In the following article, a synthesis and a comparison of existing tutorial systems is carried out on the basis of a set of original indicators highlighting the differences between the systems covered by our analysis. Each indicator aims to describe the functioning of the studied software according to the geometric work made possible at their interface. Eleven tutorial systems are compared according to their integration of a geometric figure, the structure they impose on the student's reasoning and the tutorial intervention they offer. |
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