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To a large extent, it lies, no doubt, in what is presented in this work under the title of ‘meta lever‘, a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, ‹‹ Why are we doing this? », ‹‹ At what is the objective aimed? », whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don‘t do this we give a false impression of a gratuitous or arbitrary interpretation of a discipline whose rules are far from being unmotivated or unfounded. One must also consider the time aspect. Simple ideas take a long time to be conceived. Should we not therefore allow the students time to familiarize themselves with new notions? And must we not also recognize that this length of time is generally longer than that ofthe official length of time accorded to this teaching and that we should be counting in years? When the rudiments of linear algebra were taught at the level of the lycée (college level), the task of first year university teachers was certainly easier : for sure the student's knowledge was not very deep, however it was not negligible and it allowed them to reach a deeper understanding more quickly.

Algebras, Linear --- Study and teaching --- 512.64 --- 51:37 --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 512.64 Linear and multilinear algebra. Matrix theory --- Linear and multilinear algebra. Matrix theory --- Algebras, Linear -- Study and teaching. --- Study and teaching. --- Education. --- Epistemology. --- Matrix theory. --- Algebra. --- Functions of complex variables. --- Mathematics. --- History. --- Mathematics --- Mathematics Education. --- History of Mathematical Sciences. --- Linear and Multilinear Algebras, Matrix Theory. --- Several Complex Variables and Analytic Spaces. --- Linear algebra --- Algebra, Universal --- Generalized spaces --- Mathematical analysis --- Calculus of operations --- Line geometry --- Topology --- Genetic epistemology. --- Differential equations, partial. --- Mathematics—Study and teaching . --- Complex variables --- Elliptic functions --- Functions of real variables --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Annals --- Auxiliary sciences of history --- Math --- Science --- Algebras, Linear - Study and teaching

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Algebre lineaire --- Espaces vectoriels --- Algebre lineaire

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[Pour] Ecole, collège, lycée Tout le monde a entendu cette phrase : "J'ai toujours été nul en maths !" L'enseignement des mathématiques est un sujet qui dépasse le cadre du milieu scolaire. Comment s'est-il construit, d'où proviennent les écueils actuels, comment trouver des solutions pour les élèves et pour les enseignants ? Autant de questions qui sont au coeur de cet ouvrage. Préfacé par Cédric Villani, écrit par des auteurs spécialistes, ce livre invite l'enseignant à réfléchir sur les difficultés de l'enseignement des mathématiques. Il offre de nombreux points de vue (historique, statistique, sociologique, psychologique, neuroscientifique et, bien sûr, didactique) et s'appuie sur des exemples concrets de situations en classe. Cet ouvrage concerne tous les enseignants depuis l'école élémentaire jusqu'au lycée. Il aborde en effet les problématiques de l'enseignement des mathématiques, et non pas les notions mathématiques elles-mêmes. Il s'adresse également à tout public intéressé par la didactique des mathématiques.