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09:00 - 09:30
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Welcome (building 10, room 10.01) - Welcome of delegates in room SC10.01 |
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09:30 - 10:00
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Opening Ceremony (SC10.01) |
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10:00 - 11:30
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Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges" (SC10.01) - Michèle Artigue |
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11:30 - 12:00
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Break |
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12:00 - 13:00
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TWG1: Calculus and Analysis (330) |
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| 12:40 - 12:45 |
› Comparaison de schémas de genèses didactiques de définitions, le cas de la limite d'une suite. - Renaud CHORLAY, Laboratoire de Didactique André Revuz - Cécile Ouvrier-Buffet, Centre d'Etudes et de Recherches sur les Emplois et les Professionnalisations |
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| 12:45 - 12:50 |
› Introduire les réels à la transition lycée université: Questions épistémologiques et horizon didactique - Viviane DURAND-GUERRIER, Institut Montpelliérain Alexander Grothendieck |
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| 12:50 - 12:55 |
› Didactical implications of using various methods to evaluate zeta(2). - Margo Kondratieva, Memorial University of Newfoundland - MUN (CANADA) |
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12:00 - 13:00
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TWG2: Modelling and mathematics in other disciplines (Klein) |
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| 12:45 - 12:50 |
› Using the flipped classroom model of instruction to explore teaching and learning activities in mathematical education for engineers: An activity theory perspective - Fredriksen Helge, University of Agder, University of Tromsø - Said Hadjerrouit, University of Agder |
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| 12:50 - 12:55 |
› The development of the mathematical discourse of biology students working with mathematical modelling - Olov Viirman, University of Agder |
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| 12:55 - 13:00 |
› Statistics content in the problems proposed at the university entrance test in Andalucía - OSMAR DARIO VERA, Proffessor |
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12:00 - 13:00
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TWG3: Logic, Numbers and Algebra (Türing) |
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| 12:55 - 13:00 |
› An Inquiry-Oriented Task Sequence for Eigentheory and Diagonalization in Linear Algebra - Megan Wawro, Virginia Tech [Blacksburg] |
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12:00 - 13:00
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TWG4: Teachers' practices and institutions (430) |
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| 12:25 - 12:30 |
› A training concept for supervising self-directed problem-solving in the STEM disciplines - Bracke Martin, Competence Centre for Mathematical Modelling in STEM-Projects in Schools, University of Kaiserslautern |
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| 12:30 - 12:35 |
› Stimulating and facilitating Norwegian RUME - Simon Goodchild, University of Agder |
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| 12:35 - 12:40 |
› Main challenges in teaching/learning of mathematics for cyber-security - Miguel V. Carriegos, Universidad de León |
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| 12:40 - 12:45 |
› Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience - Irene Biza, University of East Anglia |
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| 12:45 - 12:50 |
› The challenge of being a mathematics teacher - Veronica Martin-Molina, Department of Didactics of Mathematics, Faculty of Educational Sciences, Universidad de Sevilla |
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| 12:50 - 12:55 |
› Using the interactive visualization tool SimReal+ to teach mathematics at the university level: An instrumental approach - Said Hadjerrouit, University of Agder |
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12:00 - 13:00
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TWG5 : Students' practices (Roumieu) |
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| 12:45 - 12:50 |
› Supporting students gifted in mathematics through an innovative STEM talent programme - Katherine Neßler, Competence Centre for Mathematical Modelling in STEM-Projects in Schools, University of Kaiserslautern |
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| 12:50 - 12:55 |
› MetaMath and MathGeAr Projects: Students' perceptions of mathematics in engineering courses - Pedro Lealdino, Département de Mathématiques |
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| 12:55 - 13:00 |
› Difficulties to teach mathematics and beliefs on mathematical modelling by prospective teachers - Richard Cabassut, Laboratoire Interuniversitaire des Sciences de l'Éducation et de la Communication, Ecole supérieure du professorat et de l'éducation |
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13:00 - 14:30
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Lunch |
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14:30 - 16:30
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TWG1: Calculus and Analysis (330) |
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| 14:30 - 14:45 |
› Concept Images of Open Sets in Metric Spaces - Ann O'Shea, Maynooth University |
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| 14:45 - 15:00 |
› Student understanding of the relation between tangent plane and the differential - Rafael Martínez-Planell, Universidad de Puerto Rico- Mayagüez |
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| 15:05 - 15:20 |
› Students' vizualisation of functions from secondary to tertiary level - Fabrice Vandebrouck, Laboratoire de Didactique André Revuz - Sévérine Leidwanger, Insitut Mathématique de Jussieu |
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| 15:20 - 15:35 |
› A model to analyse the complexity of calculus knowledge at the beginning of University course - Isabelle Bloch, Equipe E3D Epistémologie et didactique des disciplines - Patrick Gibel, Equipe E3D Epistémologie et didactique des disciplines |
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| 15:40 - 15:55 |
› Rationality and concept of limit - Thomas LECORRE, Institut Fourier |
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| 15:55 - 16:10 |
› Angles, trigonometric functions, and university level Analysis - Carl Winsløw, University of Copenhagen |
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| 16:15 - 16:30 |
› Understanding irrational numbers by means of their representation as non-repeating decimals - Ivy Kidron, Jerusalem College of Technology |
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14:30 - 16:30
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TWG2: Modelling and mathematics in other disciplines (Klein) |
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| 14:30 - 14:45 |
› Teaching Calculus in engineering courses. Different backgrounds, different personal relationships? - Alejandro Gonzalez-Martin, Département de Didactique - Université de Montréal |
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| 14:45 - 15:00 |
› Une approche fréquentiste des probabilités et statistiques en première année d'Université au Vietnam dans un cursus non mathématique - jb lagrange, LDAR |
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| 15:05 - 15:20 |
› SRP design in an Elasticity course: the role of mathematic modelling - Ignasi Florensa, Escola Universitària Salesiana de Sarrià |
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| 15:20 - 15:35 |
› Quelle synergie entre mathématiques et physique au sein de l'enseignement universitaire ? - Michel ROLAND, Université Catholique de Louvain |
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14:30 - 16:30
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TWG3: Logic, Numbers and Algebra (Türing) |
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| 14:30 - 14:45 |
› Designation at the core of the dialectic between experimentation and proving: a study in number theory - Marie-Line GARDES, Laboratoire sur le langage, le cerveau et la cognition - Viviane DURAND-GUERRIER, Institut de Mathématiques et de Modélisation de Montpellier |
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| 14:45 - 15:00 |
› A propos des praxéologies structuralistes en Algèbre Abstraite - Thomas Hausberger, Institut Montpelliérain Alexander Grothendieck |
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| 15:05 - 15:20 |
› From ‘monumentalism' to ‘questioning the world': the case of Group Theory - Marianna Bosch, Universitat Ramon Llul - Pedro Nicolas, Universidad de Murcia |
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| 15:20 - 15:35 |
› Approfondissement du questionnement didactique autour du concept de "borne supérieure" - Faïza Chellougui, Université de Carthage - Faculté des sciences de Bizerte |
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14:30 - 16:30
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TWG4: Teachers' practices and institutions (430) |
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| 14:30 - 14:45 |
› The place of computer programming in (undergraduate) mathematical practices - Laura Broley, Concordia University |
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| 14:45 - 15:00 |
› On the diffusion of professional praxeologies at university level: the case of investigation workshops. - Jean-Pierre Bourgade, Apprentissage, Didactique, Evaluation, Formation |
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| 15:05 - 15:20 |
› Routines in the didactical and mathematical discourses of closed-book examination tasks - Athina Thoma, University of East Anglia |
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| 15:20 - 15:35 |
› A bridge between inquiry and transmission: The study and research paths at university level - Berta Barquero, University of Barcelona |
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14:30 - 16:30
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TWG5 : Students' practices (Roumieu) |
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| 14:30 - 14:45 |
› Making sense of students' sense making: Revisiting the case of Colin through the lenses of the structural abstraction framework - Marcia Pinto, Federal University of Rio de Janeiro |
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| 14:45 - 15:00 |
› Students' work in mathematics and resources mediation at university - Ghislaine Gueudet, Centre de Recherche sur l'Enseingement les Apprentissages et la Didactique - Birgit Pepin, Technische Universiteit Eindhoven |
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| 15:05 - 15:20 |
› Une étude de l'autonomie en mathématiques dans la transition secondaire-supérieur - Pierre-Vincent Quéré, Université de Bretagne Occidentale [Brest], Centre de Recherche sur l'Education, les apprentissages et la didactique |
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| 15:20 - 15:35 |
› Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students - Edgar Fuller, West Virginia University |
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| 15:40 - 15:55 |
› Quelques difficultés d'étudiants universitaires à reconnaître les objets "droites" et "plans" dans l'espace: une étude de cas - Céline Nihoul, Institut de Mathématiques [Mons] |
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16:30 - 17:00
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Break |
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17:00 - 18:30
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TWG1: Calculus and Analysis (330) |
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17:00 - 18:30
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TWG2: Modelling and mathematics in other disciplines (Klein) |
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17:00 - 18:30
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TWG3: Logic, Numbers and Algebra (Türing) |
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17:00 - 18:30
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TWG4: Teachers' practices and institutions (430) |
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17:00 - 18:30
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TWG5 : Students' practices (Roumieu) |
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