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1. Spontaneous conceptions and mental models 2. cognitive obstacles 3. epistemological obstacles in historical development 4. epistemological obstacles in modem mathematics 5. the didactical transmission of epistemological obstacles . to!ards pedagogical strategies
"#$%&'( 11 : $nalysis -
1. historical bac)ground 1.1 some concepts emerged early but !ere established late 1.2 some concepts cause both enthusiasm and virulent criticism 1.3 the differential*derivative conflict and its educational repercussions 1.4 the non-standard analysis revival and its !ea) impact on education 1.5 current educational trends 2. student conceptions 2.1 a cross-sectional study of the understanding of elementary calculus in adolescents and young adults 2.2 a study of students conceptions of the differential + and of the processes of differentiation and integration 2.2.1 the meaning and usefulness of differentials and differential procedures 2.2.2 appro,imation and rigour in reasoning 2.2.3 the role of differential elements
2.3 the role of education 3. research in didactic engineering 3.1 -graphic calculus3.2 teaching integration through scientific debate 3.3 didactic engineering in teaching differential e.uations 3.4 summary 4. conclusion and future perspectives in education
"#$%&'( 12 : &he role of students/ intuitions of infinity in teaching the cantorian theory - dina tirosh
1. theoretical conceptions of infinity 2. 2. students/ conceptions of infinity 3. 2.1 students/ intuitive criteria for comparing infinite .uantities 4. 3. first steps to!ards improving students/ intuitive understanding of actual infinity 5. 3.1 the -finite and infinite sets- learning unit . 3.2 raising students/ a!areness of the inconsistencies in their o!n thin)ing 0. 3.3 discussing the origins of students/ intuitions about infinity 1. 3.5 stressing that it is legitimate to !onder about infinity 2. 3. emphasi3ing the relativity of mathematics 10.3.0 strengthening students/ confidence in the ne! definitions 11.4. changes in students/ understanding of actual infinity 12.5. final comments 13. 14."#$%&'( 13 : (esearch on 4athematical %roof - daniel alibert 5 michael thomas
15.1. introduction 1 .2. students/ understanding of proofs 10.3. the structural method of proof e,position 11. 3.1 a proof in linier style 12. 3.2 a proof in structural style 20.4. con6ectures and proofs - the scientific debate in amathematical course 21. 4.1 generating scientific debate 22. 4.2 an e,ample of scientific debate 23. 4.3 the organi3ation of proof debates 24. 4.4 evaluating the role of debate 25.5. conclusion 2 ."#$%&'( 14 : $dvanced mathematical thin)ing and the computer- 'd 7ubins)y and 7avid 20.1. introduction 21.2. the computer in mathematical research 22.3. the computer in mathematical educations-generalities 30.4. symbolic manipulators 31.5.conceptual development using a computer 32. .the computers as an environment for e,ploration of fundamental ideas 33.0. programming 34.1. the future 35. 3 .$ppendi, to "hapter 14 30.8S'&9 : a computer language for advanced mathematical thin)ing 31. 32.'%89:;<' 40.
ringkasan Bab 10: batas-bernard kornu 1. Spontan konsepsi dan model mental 2. kognitif hambatan 3. epistemologis hambatan dalam perkembangan sejarah 4. epistemologis hambatan dalam matematika modem 5. transmisi dida ti al hambatan epistemologis !. terhadap strategi pedagogis
B"B 11: "nalisis 1. sejarah latar belakang 1#1 mun ul beberapa konsep a$al tetapi didirikan akhir 1#2 beberapa konsep men%ebabkan baik antusiasme dan kritik &irulen 1#3 konflik diferensial ' turunan dan dampak pendidikann%a
1+4 non-standar analisis )ebang)itan dan dampa) yang lemah pada pendidi)an 1+5 pendidi)an tren saat ini 2. mahasis!a )onsepsi 2+1 studi cross-sectional dari pemahaman )al)ulus dasar di rema6a dan de!asa muda 2.2 studi tentang )onsepsi sis!a diferensial+ dan proses diferensiasi dan integrasi 2.2.1 arti dan )egunaan dari perbedaan dan prosedur diferensial 2.2.2 pende)atan dan )e)a)uan pada penalaran 2.2.3 peran elemen diferensial 2+3 peran pendidi)an 3. penelitian di bidang te)ni) dida)ti) 3.1 -)al)ulus grafis3+2 menga6ar integrasi melalui perdebatan ilmiah 3+3 dida)ti) re)ayasa dalam menga6ar persamaan diferensial 3+4 ring)asan 4. )esimpulan dan masa depan perspe)tif dalam pendidi)an ?$? 12: %eran intuisi sis!a ta) terhingga dalam menga6ar teori cantorian - dina &irosh 1. teoritis )onsepsi ta) terhingga 2. sis!a )onsepsi ta) terhingga 2+1 sis!a intuitif )riteria untu) membanding)an 6umlah ta) terbatas 3. lang)ah pertama untu) memperbai)i pemahaman intuitif sis!a yang sebenarnya ta) terbatas 3+1 yang -terbatas dan ta) terbatas set- unit bela6ar 3+2 sis!a penggalangan /)esadaran a)an in)onsistensi dalam pemi)iran mere)a sendiri 3.3 asal-usul intuisi sis!a tentang infinity 3.4 ma6u dari yang terbatas )e set ta) terbatas 3+5 mene)an)an bah!a itu adalah sah untu) bertanya-tanya tentang infinity 3+ mene)an)an relativitas matemati)a 3+0 sis!a penguatan )epercayaan dalam definisi baru 4. perubahan pemahaman sis!a ta) terhingga sebenarnya 5. a)hir )omentar
?$? 13: %enelitian ?u)ti 4atemati)a - daniel alibert 5 michael thomas 1. pengenalan 2. pemahaman sis!a terhadap bu)ti 3. metode stru)tural e)sposisi bu)ti 3+1 bu)ti dalam gaya linier 3+2 bu)ti dalam gaya stru)tural 4. dugaan dan bu)ti - perdebatan ilmiah dalam )ursus amathematical 4+1 menghasil)an debat ilmiah 4+2 contoh debat ilmiah 4+3 organisasi perdebatan bu)ti 4+4 mengevaluasi peran perdebatan 5. )esimpulan ?$? 14: pemi)iran matemati)a $dvanced dan )omputer-'d 7ubins)y dan 7avid 1. pengenalan 2. )omputer dalam penelitian matemati)a 3. )omputer dalam pendidi)an matemati)a-generalisasi 4. simbolis manipulator 5.conceptual pengembangan dengan mengguna)an )omputer .&he )omputer sebagai ling)ungan untu) e)splorasi ide-ide dasar 0. pemrograman 1. masa depan 9ampiran ?ab 14 8S'&9: bahasa )omputer untu) berpi)ir matemati)a canggih '%89:; ?$? 15: ('=9'BS8 - david ?8?98:;($=8 8>7'BS