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Projets IREM

Recherche S2HEP
by

Christian Mercat

on 2 September 2016

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Transcript of Projets IREM

IREM
AD
MMI
Un endroit où des gens travaillent ensemble
différents types de
discutent, papotent
échangent des pratiques,
apprennent à se
connaître
production de ressources pédagogiques
expérimentations dans la classe
suivre ou donner des stages
rendre les math attrayantes et joyeuses
formation continue
développement professionnel
recherche en didactique des math
diffusion des mathématiques
© Régis Goiffon
nstitut de echerche sur l' nseignement des
athématiques
ssociation
pour la echerche
en idactique
des athématiques
ssemblée des irecteurs
Comité scientifique
Commissions Inter IREM (CII)
aison des ath de l' nformatique
&
- 520 HSE + 3 h/semaine
- 140 HSE Agrégation interne
- 1,5 h/semaine C-TICE Lycée Pro
- 268 HSE DGESCO (Ministère)
- 27 HSE ADIREM (Repères IREM)
- 50 HSE groupe TraAM (Ministère)
- 192 HTD Univ. Claude Bernard Lyon 1
}
DAFOP
- 1 500 € Rectorat
- 10 000 € UCBL
- 5 100 € Ventes
Diffusion de la culture
Centre de ressources
Formation
Développement professionnel
Publications
projet
mc²
Recherche-Action
4-5-6 avril 2014
350 jeunes sur le campus
20 000 élèves/an
20 000 élèves/an
de Lyon
Lucie traverse les dimensions
– semaine du 21 au 25 janvier: Lycée René Descartes, Saint Genis Laval
– Mercredi 20 février : Formation des doctorants (ICJ-ÉNS)
– Jeudi 21 et vendredi 22 mars : Lycée Rosa Parks, Neuville-sur- Saône
– 15-16avril: Collège Marie Laurencin, Tarare
– 16-17mai: Collège de la plaine de l’Ain Leyment
– Lundi 3 et mardi 4 juin: Lycée primé RMAL
– 26 et 27 septembre: Collège des gratte-ciel, Villeurbanne
– 17 et 18 octobre: Collège Marcel Aymé, Dagneux
– 18 et 19 novembre: Collège Elsa Triolet, Vénissieux
– 16 et 17 décembre : Collège Honoré de Balzac, Vénissieux.
Visites 2013
Ne subissez plus les maths,
vivez-les!
MetaMath & Math-GeAr
PAF
21 840€
11 256€
ou
Stratégie mathématique + DGESIP = 40k€
Épistémologie et histoire
CII APMEP Publimath
Collège
COPIRELEM
CORFEM
Didactique
Lycée
Lycée professionnel
Pop’Math
Repères
Statistique et probabilités
TICE
Université
http://www.universcience.tv/categorie-lucie-traverse-les-dimensions-776.html
Pedro Lealdino Filho
Mohamed El Demerdash
Mathematics are better left to experts and initiated people

Mathematics can not be the subject of a conversation (contrarily to literature or philosophy)

Mathematics are only an abstraction, they don’t deal with reality

There is no room for uncertainty in mathematics

There is no room for creativity and imagination in mathematics

In mathematics, there is nothing left to discover

The mathematic courses are not pratical enough

Courses haven’t changed in the last decades when the world is evolving greatly and fast

With new means available to students, learning is no longer required, one just has to quickly find solutions to problems that are encountered

The structure of math courses doesn’t allow learning autonomy

A teacher only purpose is to bring knowledge to students

Mathematics weight too much in engineer training

There is almost no connection between math teaching and the engineer job reality

In engineer school, theory are taught without taking into account their applications

In engineer school, mathematics are mostly pure and abstract

Learning mathematics in early classes serves mostly the purpose to help the children get around in life

Natural phenomena are too complex to be apprehended by mathematics

Only applied mathematics are interesting

Mathematics are used mostly in technical domains

Mathematics have an interest, especially for solving concrete problems

Mathematics are a human construction

A mathematical theory can not be refuted

A mathematical model is necessarily limited

Only math can approach truth

Mathematics raised from concrete needs

Mathematics are only a tool for science

The mathematic courses are extremely pratical

The mathematics courses are not theoretical enough

The mathematic courses are extremely theoric

Mathematics can not be avoided in engineer training

Math teaching doesn’t try to establish links with other sciences

We need more applied mathematics in engineer training

Mathematics can be applied to man crafted objects and much les to objects found in nature

Mathematics serve no purpose in human sciences

Mathematics are useles in everyday life

Модуль 1 - Для чего нужна математика?

Objectif 1 – A quoi servent les mathématiques?

What math does?

Genre

Модуль 2 - Математика в инженерных курсах
(содержание и методы)

Objectif 2 - Perceptions de l’enseignement des
mathématiques dans des écoles d’ingénieur

Perceptions of mathematics in engineering
courses

Общая информация

Informations Démographiques

Модуль 3 - Общее восприятие математики

Objectif 3 - Perceptions des mathématiques

Perception of Mathematics

EPI
nseignement
ratique
nterdisciplinaire
Full transcript