La lettre de la Preuve |
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ISSN 1292-8763 |
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2001 |
Balacheff N. (2001) Imparare la prova. (trad. B. Martini, original français : "Apprendre la preuve", 1999). La matematica e la sua didaticca 2, 116-149 |
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Balacheff N., Demongeot C., Gandit M., Garnier R., Hilt D., Houdebine J., Juhel M.-A. (2001) Preuve et démonstration : quelques questions essentielles. IREM de Grenoble et de Rennes. |
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Berthelot R., Salin M.-H. (2001) L'enseignement de la géométrie au début du collège. Comment concevoir le passage de la géométrie du constat à la géométrie déductive. Petit x 56, 5-34. |
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Braconne-Michoux A.. (2001) La preuve en mathématiques chez les élèves du secondaire : une comparaison franco-britanique. Mémoire de DEA. Université de Paris 7. |
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Bruckheimer M., Arcavi A. (2001) A Herrick among mathematicians or dynamic geometry as an aid to proof. International Journal of Computers for Mathematical Learning 6 (1) 113-126. |
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Delahaye J.-P. (2001) Ce qui est faux peut être utile. Pour la Science 280, 100-105. |
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Magnani L. (2001) Philosophy and Geometry. Theoretical and Historical Issues. |
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Py D. (2001) Environnements Interactifs d'Apprentissage et démonstration en géométrie. Habilitation. Université de Rennes 1. |
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Spagnol J.-P. (2001) Argos, un démonstrateur de théorèmes en géométrie. Sciences et Technologies Educatives 8 (1/2) 113-125. |
The following references are taken from : |
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Yackel E. (2001) Explanation, justification and argumentation in mathematics classrooms (Vol.1, pp.1-9) |
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Antonini S. (2001) Negation in mathematics: obstacles emerging from an exploratory study (Vol.2, pp.49-56) |
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Baturo A. R. (2001) Conflict between perception, cognition and validation as year 12 and university students analyse the probability of an event (Vol.2, pp.113-120) |
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Knipping C. (2001) Towards a comparative analysis of proof teaching (Vol.3, pp.249-256) |
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Küchemann D., Hoyles C. (2001) Investigating factors that influence students' mathematical reasoning (Vol.3, pp. 257-264) |
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Mariotti M.A., Cerulli M. (2001) Semiotic mediation for algebra teaching and learning (Vol. 3, pp. 343-349) |
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Mogetta C. (2001) Argumentative processes in problem solving situations: the mediation of tools (Vol.3, pp. 375-282) |
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Olilvero F., Robutti O. (2001) measure in Cabri as bridge between perception and theor (Vol. 4, pp. 9-16) |
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Pandiscio E.A. (2001) Exploring the link between preservice teachers' conception of proof and the use of dynamic geometry software (Vol. 1, p. 353). |
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Pedemonte B. (2001) Some cognitive aspects of the relationship between argumentation and proof in mathematics (Vol.4, pp.33-40) |
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Reiss K., Klieme E., Heinze A. (2001) Prerequisites for the understanding of proofs in the geometry classroom (Vol.4, pp. 97-104) |
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Robotti E. (2001) Verbalization as mediator between figural and theoretical aspects (Vol.4, pp. 105-112) |
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Rogalski J., Rogalski M. (2001) How do graduate mathematics students evaluate assertions with a false premise? (Vol.4, pp. 113-120) |
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Sierpinska A., Nnadozie A. (2001) Methodological problems in analyzing data from a small scale study on theoretical thinking in high achieving linear algebra students (Vol. 4, pp. 177-184) |
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Solange de Silva M. (2001) Argumentation reasoning and mathematics proof (Vol. 1, p. 368). |
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Vincent J., McCrae B. (2001) Mechanical linkages and the need for proof in secondary school geometry (Vol.4, pp. 367-374) |
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Williams J., Ryan J. (2001) Charting argumentation space in conceptual locales (Vol.4, pp. 423-430) |
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Wong K. (2001) Why and how to prove: the Pythagoras' theorem in two classrooms (Vol. 1, p. 380). |
2000 |
Jones K. (2000) The students experience of mathematical proof at university level. International Journal of Mathematical Education in Science and Technology 31(1) 53-60. |
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Carpentier F.-G. (1998) Modélisation des connaissances et la démonstration pour l'EIAO de la géométrie. Thèse. Université de Rennes 1. |
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Maher C., Martino A. M. (1996) Young children invent method of proof: the gang of four. In: Steffe L. P., Nesher P. (eds.) Theories of learning (pp. 431-447) Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers |
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Maher C. (1998) Can teachers help children make convincing arguments? A glipms into the process. Séries Relexões em Educação Matemática. Universidade Santa Úrsula. Brasil. |
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Maher C. (1998) Professores podem ajudar seus alunos a construir argumentos convicentes? um breve exame deste processo. Séries Relexões em Educação Matemática. Universidade Santa Úrsula. Brasil. |
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Martino A. M., Maher C. (1999) Teacher questioning to promote justification and generalization in mathematics: what research practice has taught us. Journal of mathematical behavior 18 (1) 53-78. |
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Xixim
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Seen in the year 2000 volume : Ken Akiba, Indefiniteness of Mathematical Objects |
El nombre que se le ha otorgado, Xixim, ha sido escogido porque es el nombre de la concha con la que se representaba el cero en la cultura Maya. Xixim 1 (1) |
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"La peur de trébucher cramponne notre esprit à la rampe de la logique. Il y a la logique et il y a ce qui échappe à la logique (l'illogisme m'irrite mais l'excès de logique m'exténue). Il y a ceux qui raisonnent et il y a ceux qui laissent les autres avoir raison. (Mon coeur, si ma raison lui donne tort de battre, c'est à lui que je donne raison.) Il a ceux qui se passent de vivre et ceux qui se passent d'avoir raison. C'est au défaut de logique que je prends conscience de moi". André Gide |
- Bezout's Theorem |