<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
  <dc:creator>Da Ronch, Mickael</dc:creator>
  <dc:creator>Gravier, Sylvain</dc:creator>
  <dc:date>2024</dc:date>
  <dc:description xmlns:ns0="xml" ns0:lang="en">In French-speaking education, didactical engineering is often used to construct complex learning and teaching situations. This approach involves several stages such as preliminary analysis, design and a priori analysis. Preliminary analysis involves carrying out an epistemological analysis of a given problem. It supports the search for mathematical situations representative of knowledge and know-how. However, no method is specified for carrying out this type of analysis in order to determine coherent mathematical situations representative of the targeted knowledge and know-how. On this occasion, this poster will illustrate a method for setting up an epistemological analysis based on research problems in mathematics in order to identify, as a first step, mathematical situations relevant to university students. An example of research problem in discrete mathematics will be given to illustrate our approach.</dc:description>
  <dc:format>application/pdf</dc:format>
  <dc:identifier>https://fredi.hepvs.ch/global/documents/328714</dc:identifier>
  <dc:identifier>https://fredi.hepvs.ch/documents/328714/files/daronch_2024.pdf</dc:identifier>
  <dc:language>eng</dc:language>
  <dc:relation>https://indrum2024.sciencesconf.org/</dc:relation>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>License undefined</dc:rights>
  <dc:source>Processings of the Fifth conference of the International Network for Didactic Research in University Mathematics. - 2024, p. 629-630</dc:source>
  <dc:subject xmlns:ns1="xml" ns1:lang="en">Preparation and training of university mathematics teachers</dc:subject>
  <dc:subject xmlns:ns2="xml" ns2:lang="en">Teaching and learning of number theory and discrete mathematics</dc:subject>
  <dc:subject xmlns:ns3="xml" ns3:lang="en">Concept of problem</dc:subject>
  <dc:subject xmlns:ns4="xml" ns4:lang="en">Didactical engineering</dc:subject>
  <dc:subject xmlns:ns5="xml" ns5:lang="en">Epistemological analysis</dc:subject>
  <dc:subject>info:eu-repo/classification/udc/51</dc:subject>
  <dc:title xmlns:ns6="xml" ns6:lang="en">Didactical engineering: an approach for carrying out an epistemological analysis from research problems in mathematics</dc:title>
  <dc:type>http://purl.org/coar/resource_type/c_5794</dc:type>
</oai_dc:dc>