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Study of the mathematical and didactic organizations of the conics in the curriculum of secondary schools in the Republic of Mali

Almouloud, Saddo Ag; Koné, Cyrille; Sangaré, Mamadou Souleymane (2014). Study of the mathematical and didactic organizations of the conics in the curriculum of secondary schools in the Republic of Mali. Revista Internacional de Pesquisa em Educação Matemática, 4(3), pp. 2-28 .

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Resumen

This work analyzes the mathematical and didactic organizations concerning the conics, from the standpoint of the history, epistemology, concept, and the teaching and learning of the conics. The curriculum of the Secondary School (High School) and the most used didactic books for this level were studied from the perspective of the Anthropologic Theory of Didactics by Chevallard (1999). More specifically, we want to understand how conics are configured in the educational system in the Republic of Mali, how the subject is approached in didactic books, and what the conditions of their existence in the educational system are. The historical and epistemological examination led us to identify several approaches used to study the different aspects of conics. Our analysis enabled us to situate the study of the Conics in the scope of both the affine Euclidean Geometry and the Analytical Geometry; to identify the different aspects of conics that are studied in both areas; and highlight the relationship between their differences (epistemological and didactic relationships).

Tipo de Registro:Artículo
Términos clave:10. Otras nociones de Educación Matemática > Resolución de problemas > Resolución y estrategias
13. Matemáticas escolares > Geometría > Geometría analítica
10. Otras nociones de Educación Matemática > Sistemas de representación > Gráfico
10. Otras nociones de Educación Matemática > Sistemas de representación > Simbólico
03. Aula > Recursos didácticos > Libros de texto
Nivel Educativo:Educación Secundaria Media (17 y 18 años)
Código ID:26154
Depositado Por:Monitor Funes 2
Depositado En:04 Jul 2022 20:40
Fecha de Modificación Más Reciente:04 Jul 2022 20:40
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