- Summary
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The concept of vectors is often difficult for students to grasp and tricky for teachers to tackle in class. Vectors are included in the mathematics and science syllabuses from the second year of general, technological and vocational secondary school.
The concept of vectors stems from the intertwined histories of physics and mathematics, but are the same vectors taught in the physical sciences and mathematics in secondary schools? A cross-section of practices and concepts between general and vocational lycées is relevant. As is often the case, a look at history sheds light on and gives meaning to this teaching, and helps to answer the questions: where do vectors and the scalar product come from, and why were they invented?
- Contents
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Remerciements
Introduction
1. Jalons historiques
2. Activités pédagogiques histoire des mathématiques
3. Activités interdisciplinaires mathématiques-sciencesConclusion
Bibliographie
Annexes
Table des matières - Author (s)
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Anne BOYÉAnne Boyé is a retired associate professor of mathematics. With a doctorate in the history of mathematics, she continues her work with the Centre François Viète, the Inter-IREM "History and Epistemology of Mathematics" commission and the Pays de la Loire IREM.Mélanie BERTHELOT-LEPAGEMélanie Berthelot-Lepage is a mathematics and science teacher at the Lycée Professionnel Michelet in Nantes, and a member of the Inter-IREM "Lycée Professionnel" committee and the Pays de la Loire IREM.
- Readership
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Teachers or trainers of mathematics and physical sciences in secondary education.
- downloadable items
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