First conference of International Network for Didactic Research in University Mathematics

›9:00 (30min)

Welcome (building 10, room 10.01)

9:00 - 9:30 (30min)

Welcome (building 10, room 10.01)

Welcome of delegates in room SC10.01

›9:30 (30min)

Opening Ceremony

› SC10.01

9:30 - 10:00 (30min)

Opening Ceremony

SC10.01

›10:00 (1h30)

Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges"
Michèle Artigue

› SC10.01

10:00 - 11:30 (1h30)

Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges"

SC10.01

Michèle Artigue

›11:30 (30min)

Break

11:30 - 12:00 (30min)

Break

›12:00 (1h)

TWG1: Calculus and Analysis

› 330

12:00 - 13:00 (1h)

TWG1: Calculus and Analysis

330

› 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 12:40-12:45 (05min)

› Introduire les réels à la transition lycée université: Questions épistémologiques et horizon didactique - Viviane DURAND-GUERRIER, Institut Montpelliérain Alexander Grothendieck 12:45-12:50 (05min)

› Didactical implications of using various methods to evaluate zeta(2). - Margo Kondratieva, Memorial University of Newfoundland - MUN (CANADA) 12:50-12:55 (05min)

›12:00 (1h)

TWG4: Teachers' practices and institutions

› 430

12:00 - 13:00 (1h)

TWG4: Teachers' practices and institutions

430

› 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 12:25-12:30 (05min)

› Stimulating and facilitating Norwegian RUME - Simon Goodchild, University of Agder 12:30-12:35 (05min)

› Main challenges in teaching/learning of mathematics for cyber-security - Miguel V. Carriegos, Universidad de León 12:35-12:40 (05min)

› 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 12:40-12:45 (05min)

› The challenge of being a mathematics teacher - Veronica Martin-Molina, Department of Didactics of Mathematics, Faculty of Educational Sciences, Universidad de Sevilla 12:45-12:50 (05min)

› Using the interactive visualization tool SimReal+ to teach mathematics at the university level: An instrumental approach - Said Hadjerrouit, University of Agder 12:50-12:55 (05min)

›12:00 (1h)

TWG2: Modelling and mathematics in other disciplines

› Klein

12:00 - 13:00 (1h)

TWG2: Modelling and mathematics in other disciplines

Klein

› 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 12:45-12:50 (05min)

› The development of the mathematical discourse of biology students working with mathematical modelling - Olov Viirman, University of Agder 12:50-12:55 (05min)

› Statistics content in the problems proposed at the university entrance test in Andalucía - OSMAR DARIO VERA, Proffessor 12:55-13:00 (05min)

›12:00 (1h)

TWG5 : Students' practices

› Roumieu

12:00 - 13:00 (1h)

TWG5 : Students' practices

Roumieu

› 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 12:45-12:50 (05min)

› MetaMath and MathGeAr Projects: Students' perceptions of mathematics in engineering courses - Pedro Lealdino, Département de Mathématiques 12:50-12:55 (05min)

› 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 12:55-13:00 (05min)

›12:00 (1h)

TWG3: Logic, Numbers and Algebra

› Türing

12:00 - 13:00 (1h)

TWG3: Logic, Numbers and Algebra

Türing

› An Inquiry-Oriented Task Sequence for Eigentheory and Diagonalization in Linear Algebra - Megan Wawro, Virginia Tech [Blacksburg] 12:55-13:00 (05min)

›13:00 (1h30)

Lunch

13:00 - 14:30 (1h30)

Lunch

›14:30 (2h)

TWG1: Calculus and Analysis

› 330

14:30 - 16:30 (2h)

TWG1: Calculus and Analysis

330

› Concept Images of Open Sets in Metric Spaces - Ann O'Shea, Maynooth University 14:30-14:45 (15min)

› Student understanding of the relation between tangent plane and the differential - Rafael Martínez-Planell, Universidad de Puerto Rico- Mayagüez 14:45-15:00 (15min)

› Students' vizualisation of functions from secondary to tertiary level - Fabrice Vandebrouck, Laboratoire de Didactique André Revuz - Sévérine Leidwanger, Insitut Mathématique de Jussieu 15:05-15:20 (15min)

› 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 15:20-15:35 (15min)

› Rationality and concept of limit - Thomas LECORRE, Institut Fourier 15:40-15:55 (15min)

› Angles, trigonometric functions, and university level Analysis - Carl Winsløw, University of Copenhagen 15:55-16:10 (15min)

› Understanding irrational numbers by means of their representation as non-repeating decimals - Ivy Kidron, Jerusalem College of Technology 16:15-16:30 (15min)

›14:30 (2h)

TWG4: Teachers' practices and institutions

› 430

14:30 - 16:30 (2h)

TWG4: Teachers' practices and institutions

430

› The place of computer programming in (undergraduate) mathematical practices - Laura Broley, Concordia University 14:30-14:45 (15min)

› On the diffusion of professional praxeologies at university level: the case of investigation workshops. - Jean-Pierre Bourgade, Apprentissage, Didactique, Evaluation, Formation 14:45-15:00 (15min)

› Routines in the didactical and mathematical discourses of closed-book examination tasks - Athina Thoma, University of East Anglia 15:05-15:20 (15min)

› A bridge between inquiry and transmission: The study and research paths at university level - Berta Barquero, University of Barcelona 15:20-15:35 (15min)

›14:30 (2h)

TWG2: Modelling and mathematics in other disciplines

› Klein

14:30 - 16:30 (2h)

TWG2: Modelling and mathematics in other disciplines

Klein

› Teaching Calculus in engineering courses. Different backgrounds, different personal relationships? - Alejandro Gonzalez-Martin, Département de Didactique - Université de Montréal 14:30-14:45 (15min)

› Une approche fréquentiste des probabilités et statistiques en première année d'Université au Vietnam dans un cursus non mathématique - jb lagrange, LDAR 14:45-15:00 (15min)

› SRP design in an Elasticity course: the role of mathematic modelling - Ignasi Florensa, Escola Universitària Salesiana de Sarrià 15:05-15:20 (15min)

› Quelle synergie entre mathématiques et physique au sein de l'enseignement universitaire ? - Michel ROLAND, Université Catholique de Louvain 15:20-15:35 (15min)

›14:30 (2h)

TWG5 : Students' practices

› Roumieu

14:30 - 16:30 (2h)

TWG5 : Students' practices

Roumieu

› 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 14:30-14:45 (15min)

› 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 14:45-15:00 (15min)

› 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 15:05-15:20 (15min)

› Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students - Edgar Fuller, West Virginia University 15:20-15:35 (15min)

› 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] 15:40-15:55 (15min)

›14:30 (2h)

TWG3: Logic, Numbers and Algebra

› Türing

14:30 - 16:30 (2h)

TWG3: Logic, Numbers and Algebra

Türing

› 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 14:30-14:45 (15min)

› A propos des praxéologies structuralistes en Algèbre Abstraite - Thomas Hausberger, Institut Montpelliérain Alexander Grothendieck 14:45-15:00 (15min)

› From ‘monumentalism' to ‘questioning the world': the case of Group Theory - Marianna Bosch, Universitat Ramon Llul - Pedro Nicolas, Universidad de Murcia 15:05-15:20 (15min)

› Approfondissement du questionnement didactique autour du concept de "borne supérieure" - Faïza Chellougui, Université de Carthage - Faculté des sciences de Bizerte 15:20-15:35 (15min)

›16:30 (30min)

Break

16:30 - 17:00 (30min)

Break

›17:00 (1h30)

TWG1: Calculus and Analysis

› 330

17:00 - 18:30 (1h30)

TWG1: Calculus and Analysis

330

›17:00 (1h30)

TWG4: Teachers' practices and institutions

› 430

17:00 - 18:30 (1h30)

TWG4: Teachers' practices and institutions

430

›17:00 (1h30)

TWG2: Modelling and mathematics in other disciplines

› Klein

17:00 - 18:30 (1h30)

TWG2: Modelling and mathematics in other disciplines

Klein

›17:00 (1h30)

TWG5 : Students' practices

› Roumieu

17:00 - 18:30 (1h30)

TWG5 : Students' practices

Roumieu

›17:00 (1h30)

TWG3: Logic, Numbers and Algebra

› Türing

17:00 - 18:30 (1h30)

TWG3: Logic, Numbers and Algebra

Türing