La nécessité de la mobilisation des variables didactiques spatiotemporelles dès les premiers enseignements de la géométrie

• Κύριοι συγγραφείς: BAHRA, MOHAMED, AAZIM, JALILA ACHOUAQ, NAJOUA, AOUATIF
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2014
• Θέματα: Teaching practice, JATD, automatic, game descriptors; History, resonance, vibration, waves, cord; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Serious games, education to sustainable development, experiential learning; Web simulation, experimental design, adaptive scaffolds, biology, high school; Inquiry, learning tool, social media and university students; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Attrition, Science Teacher Education, Open and Distance Education, Pre-service Teachers; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Emotional and behavioural difficulties, social and emotional learning, teacher-student relationships; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Complex technological system, car, energy, environment, secondary education; Motivation, scientific career, school-university partnership, professional identity; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Technical teaching, reform, Electric Engineering, French language, scientific subjects, difficulties; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Student dropout, Greece, qualitative research, interview quality, stance of universalism; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Sentiment analysis, opinion mining, education, commercial systems, benchmark; Cognitive ergonomics, space ergonomics, computer laboratory; Science history, wave function, interpretation of quantum mechanics, epistemology; Listening, speaking, oral communication models, literacy practices; Vocational activities, descriptions, differences between teachers and practitioners, implications on education; Socioscientific issue, citizenship education, knowledge, play role, sustainable energies; Open Educational Resources (OER), Webquest, Sustainable Development; Situational Pedagogy, skills in professional communication, professional didactics; Abstraction, technicality, grammatical metaphor, nominalization, Systemic Functional Linguistics, History, Physical Science, Greek textbooks; Educational content, blackboard, morpho-dynamics, non temporalization of displacements in the gridlines

In this article, we attempt to show how there is a strong modeling, although imperceptible by the no-sphere of structuring the educational contents of teaching mathematical content in a mold that emptiness their Morpho-dynamic content. This mold would be dictated by the blackboard : very similar notions of those developed to the student’s addresses in the textbooks are the vectors of this content. ICTs are making these concepts quite patent, a very long time ago, taken in consideration by these manuals. Any proven lack of these concepts among the objects of learning as manuals and monographs promotes in schools is an argument for the truthfulness of this modeling and the character of it. These objects would be designed according to the possibilities offered by the blackboard relating to the activation of variable commands between the hands of the professor. The animation and configuration of points are not a part of these opportunities.About this animation, the lack of these objects in the fundamental dichotomy 'trajectory / chart' concerning curves, including among these curves, those are straight lines, that engineering students not associate with the modeling of rectilinear movements to the graph of the numerical function of the real variable, or even concerning the linear function, to the right.