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nouveaux termes :
déconstruction dimensionnelle ; espace de travail de la géométrie ; espace de travail géométrique ; espace de travail géométrique de référence ; espace de travail géométrique personnel ; espace de travail mathématique ; espace de travail mathématique de référence ; espace de travail mathématique idoine ; espace de travail mathématique personnel ; transposition informatique ; valeur épistémique ; visualisation iconique; visualisation non iconique
A new page has been created dedicated to terms and expressions of research on learning and teaching mathematical proof [here]. This page is a working document of the Research Gate group "Proof in Mathematics Education: Reflection and Institutionalization". The first terms are :
Base argument; Classroom community; Empirical argument; Ensuing argument; Level of mathematical rigor; Proof; Proof threshold.

Les contributions sont bienvenues soit sous la forme de commentaires à la suite des définitions, soit sous la forme de nouvelles définitions (voir l'encadré ci-contre).

Contributions are welcome either as comments to the posts or as suugestion (see the frame on the right hand side).
[Draft of the English version]

Las contribuciones son bienvenidas, ya sea como comentarios siguientes definiciones, ya sea como nuevas definiciones (ver cuadro aquí-contra).

Nicolas Balacheff, CNRS, LIG Grenoble


Glissement métadidactique

English : metadidactical slippage
"In spontaneous intellectual activity, the passage from action in the situation to study of the situation is frequent, rapid and difficult to distinguish. In teaching, the distinction arises between the phase of problem-solving by the student and that of the study of the problem where the student and the teacher cooperate. A teacher have a tendency take all mathematical activity as an object of study and of teaching, which often leads them to intervene and repalce an initial mathematical situation that would have permitted and authentic activity on the part of the students by a study of the mathematical circumstances and a lesson about that. We call the replacement of a situation (in particular a mathematical one) by one of its meta-situations a metadidactical slippage." (Brousseau 2014 p.207)

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