Le théorème fondamental comme pierre de touche de l'enseignement et de l'apprentissage de l'analyse au secondaire

Using the Anthropological Theory of Didactics and the Theory of Didactic Situations, this thesis brings an answer to several questions of learning the fundamental theorem of the analysis and shows that what prevents to understand it is significant of dysfunctions of the teaching of the analysis at the secondary level in French-speaking Belgium.

Grantor dc:publisher

ULiège - Université de Liège

Year dc:date

2016

Author dc:creator

• Balhan, Kevin

Contributors dc:contributor

• Schneider, Maggy
• Ladimath

• Fundamental Theorem of Analysis
• Obstacles to learning
• Covariation
• Functional Thinking
• Anthropological Theory of Didactics
• Theory of Didactic Situations
• Théorème Fondamental de l'Analyse
• Obstacles d'apprentissages
• Pensée fonctionnelle
• Théorie Anthropologique du Didactique
• Théorie des Situations Didactiques
• Physical, chemical, mathematical & earth Sciences
• Mathematics
• Physique, chimie, mathématiques & sciences de la terre
• Mathématiques

Statement dc:rights

• restricted access
• info:eu-repo/semantics/restrictedAccess

Licence

• http://purl.org/coar/access_right/c_16ec

Language dc:language

fr

Identifier

info:hdl:2268/203568

OAI identifier oai:identifier

oai:orbi.ulg.ac.be:2268/203568