Linked Data Explorerhttp://worldcat.org/entity/work/id/114250576
Processus de conceptualisation autour du théorème de Thalès
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http://schema.org/about
- http://experiment.worldcat.org/entity/work/data/114250576#Topic/geometrie_aspect_psychologique_theses_et_ecrits_academiques
- http://experiment.worldcat.org/entity/work/data/114250576#Topic/apprentissage_des_concepts_theses_et_ecrits_academiques
- http://experiment.worldcat.org/entity/work/data/114250576#Topic/thales_theoreme_de_theses_et_ecrits_academiques
http://schema.org/alternateName
- "PROCESS OF CONCEPTUALISATION AROUND THALES' THEOREM"
http://schema.org/description
- "THE GEOMETRY TAUGHT IN SECONDARY SCHOOLS IS OFTEN LINKED TO THE STUDY OF GEOMETRICAL FIGURES. TO SOLVE A PROBLEM, WE MUST RECESSARILY TAKE A STEP FROM THE CONCEPT OF A DRAWING AS AN ILLUSTRATION, TO THAT GIVING IT THE STATUS OF A GEOMETRICAL FIGURE, TAKING INTO ACCOUNT THE MATHEMATICAL RELATIONSHIPS. TO ANALYSE THIS, WE HAVE CHOSEN TO STUDY THALES' THEOREM. OUR OBJECTIVE IS TO UNDERSTAND THE PROCESS OF CONCEPTUALISATION WHICH OCCURS DURING THE PASSAGE FROM DRAWING TO GEOMETRICAL FIGURE. WE HOPE TO DEMONSTRATE THAT ONLY BY STUDYING BOTH FROM THE POINT OF VIEW OF THE SIGNIFIED AND THE SIGNIFIER, CAN WE UNDERSTAND THIS PROCESS. HISTORICAL ANALYSIS SHOWS THAT THERE HAVE BEEN MANY AND VARIED PRESENTATIONS OF THIS THEOREM. IT MAY BE ASSOCIATED WITH SEVERAL DIFFERENT TYPES OF GEOMETRICAL FIGURES, AS WELL AS DIFFERENT TYPES OF CALCULATIONS. WE NEED TO TAKE THIS INTO ACCOUNT IN ORDER TO UNDERSTAND THE DIFFERENT PROCESSES OF CONCEPTUALISATION. THIS INVENTORY OF PROBLEMS CANNOT BE LIMITED TO A MATHEMATICAL VIEWPOINT, BUT MUST BE COMPLEMENTED BY AN ANALYSIS OF THE COGNITIVE TASKS INVOLVED. STARTING FROM THIS CONSTRUCTIONOF THE CONCEPTUAL FIELD, WE THEN HOPE TO ANALYSE CURRENT TEACHING PRACTICES REGARDING THIS THEOREM. THESE OFTEN TURN OUT TO BE LIMITED TO THE REPETITION OF A "FORMULA", A SORT OF RECIPE, WHICH DO NOT TAKE INTO ACCOUNT THE DIFFERENT SITUATIONS ENCOUNTERED. THESE DIFFERENCES CAN ONLY BE DISTINGUISTED BY A STUDY AIMED AT THE CONCEPTUAL FIELD. AN IN-DEPTH ANALYSIS WILL ALLOW US TO IDENTIFY CERTAIN CONCEPTUAL LINKS AND BREAKS INHERENT IN THE LEARNING PROCESS, WHICH THE STUDENT MUST CONCEPTUALISE DURING THE COURSE OF THE DEVELOPMENT OF HIS HER COGNITIVE FACULTIES."
- "LA GEOMETRIE ENSEIGNEE EN COLLEGE EST SOUVENT LIEE A L'ETUDE DES FIGURES. LA RESOLUTION D'UN EXERCICE NECESSITE LE PASSAGE DU DESSIN, EN TANT QU'ILLUSTRATION, AU STATUT DE FIGURE, PRENANT EN COMPTE LES RELATIONS MATHEMATIQUES. POUR ANALYSER CE PASSAGE DESSIN-FIGURE, NOUS AVONS CHOISI D'ETUDIER LE THEOREME DE THALES. NOTRE OBJECTIF EST DE COMPRENDRE LES PROCESSUS DE CONCEPTUALISATION LORS DU PASSAGE DESSIN-FIGURE. NOUS MONTRONS QUE, SEULE, UNE ETUDE CONJOINTE AU PLAN DES SIGNIFIES ET AU PLAN DES SIGNIFIANTS PERMET DE COMPRENDRE CE PASSAGE. L'ANALYSE HISTORIQUE MONTRE QUE DE NOMBREUSES PRESENTATIONS DU THEOREME ONT EXISTE. CELUI-CI PEUT ETRE ASSOCIE A PLUSIEURS TYPES DE FIGURES AINSI QU'A PLUSIEURS TYPES DE CALCUL, QU'IL EST NECESSAIRE DE PRENDRE EN COMPTE POUR COMPRENDRE LES DIFFERENTS PROCESSUS DE CONCEPTUALISATION. CET INVENTAIRE DE PROBLEMES NE SE LIMITE PAS A UN POINT DE VUE MATHEMATIQUE MAIS EST COMPLETE PAR UNE ANALYSE DES TACHES COGNITIVES. A PARTIR DE CETTE CONSTRUCTION DU CHAMP CONCEPTUEL, NOUS ANALYSONS L'ENSEIGNEMENT ACTUEL DU THEOREME. CELUI-CI S'AVERE SOUVENT LIMITE A L'APPRENTISSAGE D'UNE "RECETTE", NE PRENANT PAS EN COMPTE LES DIFFERENTES SITUATIONS. CES DIFFERENCES NE PEUVENT ETRE DISTINGUEES QUE PAR UNE ETUDE CIBLEE SUR LE CHAMP CONCEPTUEL. UNE ANALYSE AFFINEE PERMET DE REPERER QUELQUES FILIATIONS ET RUPTURES CONCEPTUELLES INHERENTES AU SAVOIR, QUE L'ELEVE DEVRA CONCEPTUALISER AU COURS DE SON DEVELOPPEMENT COGNITIF."
http://schema.org/name
- "Processus de conceptualisation autour du théorème de Thalès"