Impact of Informatics on Mathematics and Its Teaching

Modeste, Simon

doi:10.1007/978-3-319-47286-7_17

Cited by 13 publications

(6 citation statements)

References 10 publications

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“…Our work, based on a Master thesis in didactics of science, is part of a project called "DEMaIn" (Didactics and Epistemology of interactions between Mathematics and Computer Science). This project aims to better understand the existing relationships between mathematics and computer science, from an epistemological point of view, to address didactic questions (Modeste, 2016). The objective of this project is to design, suggest, observe and analyse learning situations related to mathematical and computer sciences concepts.…”

Section: Context Research Questions Framework and Methodologymentioning

confidence: 99%

Nim like game and a machine that plays it

Esclafit

Modeste

Saby

2020

Teach. Math. Comput. Sci.

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The purpose of this work is to take a didactic look at a learning situation located at the interface between mathematics and computer science. This situation offers a first approach to the concept of artificial intelligence through the study of a reinforcement learning device. The learning situation, inspired by the Computer Science Unplugged approach, is based on a combinatorial game, along with a device that learns how to play this game. We studied the learning potential when the human players face the machine. After an a priori analysis using the Theory of Didactic Situations (TDS), we conducted a pre-experiment in order to strengthen our hypotheses. In this article, we will focus on the analysis of the didactic variables, the values we have chosen for these variables and their effects on students' strategies.

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Section: Context Research Questions Framework and Methodologymentioning

confidence: 99%

Nim like game and a machine that plays it

Esclafit

Modeste

Saby

2020

Teach. Math. Comput. Sci.

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“…Following Modeste (2016) who studied the introduction of algorithmic in high school in France, we formulate the hypothesis that an introduction of numerical tools or computer science elements in curricula without significant consideration of the epistemology of computer science, mathematics and their links, neither allows nor participates in an in-depth renewal of mathematics education, nor answers the problems of mathematics and computer science mentioned above. The increasing introduction of computer science elements in the teaching of mathematics in the curricula of various countries and in mathematics themselves, supports the importance and urgency of an epistemological and didactic study of interactions between mathematics and computer science.…”

Section: The Necessity Of Epistemological Insights For Didactical Workmentioning

confidence: 99%

Didactical Issues at the Interface of Mathematics and Computer Science

Durand-Guerrier

Meyer²,

Modeste

2019

Mathematics Education in the Digital Era

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This contribution takes place in the context of a research project 1 on the epistemological and didactical issues of interactions between mathematics and computer science. We make the hypothesis that, with the introduction of digital tools and computer science content in most curricula, significantly taking into account the epistemology of mathematics, computer science and their interactions is essential in order to tackle the challenges of mathematics and computer science education in the digital era. In view of this, addressing the question of proof in mathematics and computer science is a central didactical issue, which we examine in this contribution. We will elaborate on the links between the concepts of algorithm, proof, and program, and will argue for their significance in a general reflection on didactical issues in mathematics and computer science, in their teaching at high school and undergraduate levels.

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“…This similarity was caused by the centuries of simultaneous development. Both fields were so similar that there were no clear boundaries between them (Modeste, 2016). Modeste shows how important this development and interaction of mathematics and informatics are from the didactic point of view.…”

Section: Introductionmentioning

confidence: 99%

Analysing the Different Approaches in Mathematics and Informatics for Solving a Task and Educational Implications

Nagyová¹

2018

Informatics in Education

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The paper focuses on the parallels, which are rooted in the simultaneous development of mathematics and informatics. Both mathematics and informatics are based on problem-solving. However, the approaches to determining problems, solution techniques and interpretation of results are different. The paper shows different approaches of mathematics and informatics for solving a simple problem from the informatics competition. It was presented for students, who would be future informatics teachers, and it has become the beginning of the discovery of unexpected relationships and rules' chain, the source of successive tasks, and various methods of their solution. The paper brings the results of the constructivist teaching of students in the form of a fictional interview of mathematician and informatician. Fictional cooperation of a mathematician and an informatician in analysing and solving problems will allow for a detailed analysis and comparison of both fields, which will lead to determining both common and different elements.

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Impact of Informatics on Mathematics and Its Teaching

Cited by 13 publications

References 10 publications

Nim like game and a machine that plays it

Nim like game and a machine that plays it

Didactical Issues at the Interface of Mathematics and Computer Science

Analysing the Different Approaches in Mathematics and Informatics for Solving a Task and Educational Implications

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