Un retour de notions de logique dans les programmes de mathématiques pour le lycée : un nouveau savoir à enseigner
With the resurgence of logical concepts in new syllabuses, a knowledge to be taught appears more explicitly than it did in previous years. This led me to study the teaching of logical concepts in high school as the study of a didactical transposition process. But because the goal is not to teach mat...
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| Publicado no: | URI:https://journals.openedition.org/adsc, |
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| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicado em: |
Annales de Didactique et de Sciences Cognitives
2022
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| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | With the resurgence of logical concepts in new syllabuses, a knowledge to be taught appears more explicitly than it did in previous years. This led me to study the teaching of logical concepts in high school as the study of a didactical transposition process. But because the goal is not to teach mathematical logic, but to teach logical tools for mathematical activity, I propose to introduce into the didactical transposition’s scheme a reference knowledge between the mathematical knowledge (mathematical logic) and the knowledge to be taught. In this article, I am showing through the example of the implication, which aspects of logical concepts it would be relevant to take into account in such a knowledge, and I rely on the criteria established to construct a framework for analyzing syllabuses and textbooks. |
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