Analyse et organisation d’une situation didactique « débranchée » pour découvrir l’IA, à l’interface entre mathématiques et informatique : la machine qui apprend à gagner à un jeu de Nim
This article offers a didactic analysis of an activity derived from scientific outreach, at the interface between mathematics and computer science. We analyse an activity based on a particular combinatorial game and a machine which learns to win at this game, conceived within the framework of unplug...
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| Vydáno v: | URI:https://journals.openedition.org/adsc, |
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| Hlavní autoři: | , |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Français |
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Annales de Didactique et de Sciences Cognitives
2025
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| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | This article offers a didactic analysis of an activity derived from scientific outreach, at the interface between mathematics and computer science. We analyse an activity based on a particular combinatorial game and a machine which learns to win at this game, conceived within the framework of unplugged computer science. Using the theoretical framework of the theory of didactical situations and a didactic engineering methodology, we analyse learning potentials, and organize a didactic situation, experimented with 14-15 year-old pupils. A priori and a posteriori analyses enable us to show the potential for mathematical learning, AI-related learning, and the way in which these two learning stakes are articulated in the students' work. The results highlight the relevance of the theory of didactical situations for scientific outreach contexts, as well as for the didactics of computer science and the interactions between mathematics and computer science. |
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