On the didactical function of some items from the history of calculus
Résumé
The article draws attention to some individual results from the history of calculus and explains their appearance in a course on the didactics of analysis for future high school mathematics teachers. Specifically it is shown how these results may serve as a vehicle to address and reflect on three major didactical challenges: determining the meaning of a result, concept or topic to be taught, teaching mathematics as a coherent subject and understanding the source of misconceptions.
Origine : Fichiers produits par l'(les) auteur(s)
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