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Modelado y matemáticas

Educación - XX CCM 2015 - Manizales
by

Christian Mercat

on 4 September 2017

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Transcript of Modelado y matemáticas

1. Plantear la pregunta correcta
2. Mundo real →formulación matemática
3. Cálculo
4. De vuelta a la realidad, verificación
Christian Mercat
IREM de Lyon

nstitut
de
echerche
sur l'
nseignement
des
athématiques
Université Claude Bernard
1
Association des Professeurs de Mathématiques de l'Ens. Public
Institut Camille Jordan
ESPÉ
cole
up
érieure
rofessorat
ducation
du
et de l'
Modelado y matemáticas
Lady of Shalott
Cédric Villani
© Yann Pineill & Nicolas Lefaucheux
© Cédric Villani
≈≈
≈≈
≈≈
≈≈
≈≈
≈≈
≈≈
≈≈
Temple Grandin
mc
Squared
Idea
Business
Business
model
¿De qué estás tratando?

¿Cuál es el universo?

¿Cuáles son las relaciones?
Identificar
Definir
Enlazar
Alfred Lord Tennyson
by William Maw Egley
Vito Volterra
Validar
X
X
Albert Einstein
Werner Heisenberg
Uncertainty of the individual replaced by certainty of probabilities
Albert
Bernard
Cheryl
conoce el mes
conoce el día
No sé cuando el
cumpleaños de Cheryl es,
pero sé que Bernard
no lo sabe tampoco.
Al principio no sé
cuando, pero
lo sé ahora!
Entonces,

lo sé

tambien
La navaja de Occam
Horst.Burkhardt - Waldir - wikimedia CC BY SA
mc
Squared
¿Qué es la matemática?
http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers
matemática >> computación
> ≠ =
>
*
parasitic vs symbiotic relationships
birth rate
environment
ecology
Iterar
¡Aviso!
Si no lo utiliza, por favor no mencionarlo ...
elecciones auténticas que importan
No hay un modelo único para una situación.
Abstracción no es el problema, la realidad es desordenado, simplificándolo significa tomar decisiones.
Crear un mundo para su situación, dar nombres a su creación.
¿Cuáles son las reglas de su juego? ¿Cómo llegamos alrededor de su mundo?
Educación - XX CCM 2015
Validar
Validar
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

Aprender matemáticas en las clases de primeros sirve sobre todo con el propósito de ayudar a los niños moverse en la vida
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

Las matemáticas pueden aplicarse a los objetos artificiales elaborados y mucho menos a los objetos encontrados en la naturaleza
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?

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

Comité científico
Comisiónes Inter IREM (CII)
Recherche-Action
Épistémologie et histoire
CII APMEP Publimath
Collège
COPIRELEM
CORFEM
Didactique
Lycée
Lycée professionnel
Pop’Math
Repères
Statistique et probabilités
TICE
Université
EPI
nseignement
ratique
nterdisciplinaire
http://research.meumesmo.com.br/pesquisa/limesurvey/index.php?r=survey/index/sid/137861/lang/es
https://drive.google.com/file/d/0B7DYMJTPXwBbZmd0MzBRSUVsYms/view?usp=sharing
https://drive.google.com/file/d/0B7DYMJTPXwBbYXV2eXNma2dsZFU/view?usp=sharing
Cara o cruz
Impar
Iguales!
Lado
Diagonal
Diagonal
Lado
Único
/
/
/
/
http://www.m2real.org/
Math del siglo XXI: graph, algorithmic, fuzzy logic, información
complexity, control
mining, game theory
probability, decisions
logistic, optimisation
Full transcript