When students use podcasts to share their own expertise in building proofs

Martine De Vleeschouwer; Marie-Ange Remiche

When students use podcasts to share their own expertise in building proofs

Martine De Vleeschouwer, Marie-Ange Remiche

Faculty of Computer Science

Research output: Contribution to conference › Poster › peer-review

Abstract

In 2012, the University of Namur (Belgium) launched the PUNCH project (‘PUNCH’, 2012). Within this framework, many experiences to rethink our teaching practices were sponsored. Among many others, the POD-EN-MATH project aims to help students in computer science to complete praxeologies (Chevallard, 2006; Winslow, 2008) when learning mathematical concepts and doing this with the help of high-quality podcasts. Students will gain experience by analyzing step-by-step our own procedure to make the link between theory and technics. Doing so would permit us to make the didactic contract more explicit (Brousseau, 1984). Indeed this procedure is not documented but only transmitted orally. The next step of the project is that students themselves provide content to our
podcast database. This experience put into evidence the difficulty we had to help students to communicate, to teach their own knowledge focusing on a more didactic point of view.

Original language	English
Pages	2668-2669
Number of pages	2
Publication status	Published - Feb 2017
Event	10th Congress of European Research in Mathematics Education - Dublin, Ireland Duration: 1 Feb 2017 → 5 Feb 2017 http://www.cerme10.org

Symposium

Symposium	10th Congress of European Research in Mathematics Education
Abbreviated title	CERME 10
Country/Territory	Ireland
City	Dublin
Period	1/02/17 → 5/02/17
Internet address	http://www.cerme10.org

Embargoed Document

CERME10-Dublin-Actes_DeVleeschouwerRemiche
Final published version, 714 KB

Cite this

@conference{f84452bc243d416e872ed442a6abcd39,

title = "When students use podcasts to share their own expertise in building proofs",

abstract = "In 2012, the University of Namur (Belgium) launched the PUNCH project ({\textquoteleft}PUNCH{\textquoteright}, 2012). Within this framework, many experiences to rethink our teaching practices were sponsored. Among many others, the POD-EN-MATH project aims to help students in computer science to complete praxeologies (Chevallard, 2006; Winslow, 2008) when learning mathematical concepts and doing this with the help of high-quality podcasts. Students will gain experience by analyzing step-by-step our own procedure to make the link between theory and technics. Doing so would permit us to make the didactic contract more explicit (Brousseau, 1984). Indeed this procedure is not documented but only transmitted orally. The next step of the project is that students themselves provide content to ourpodcast database. This experience put into evidence the difficulty we had to help students to communicate, to teach their own knowledge focusing on a more didactic point of view.",

author = "{De Vleeschouwer}, Martine and Marie-Ange Remiche",

year = "2017",

month = feb,

language = "English",

pages = "2668--2669",

note = "10th Congress of European Research in Mathematics Education ; Conference date: 01-02-2017 Through 05-02-2017",

url = "http://www.cerme10.org",

}

TY - CONF

T1 - When students use podcasts to share their own expertise in building proofs

AU - De Vleeschouwer, Martine

AU - Remiche, Marie-Ange

PY - 2017/2

Y1 - 2017/2

N2 - In 2012, the University of Namur (Belgium) launched the PUNCH project (‘PUNCH’, 2012). Within this framework, many experiences to rethink our teaching practices were sponsored. Among many others, the POD-EN-MATH project aims to help students in computer science to complete praxeologies (Chevallard, 2006; Winslow, 2008) when learning mathematical concepts and doing this with the help of high-quality podcasts. Students will gain experience by analyzing step-by-step our own procedure to make the link between theory and technics. Doing so would permit us to make the didactic contract more explicit (Brousseau, 1984). Indeed this procedure is not documented but only transmitted orally. The next step of the project is that students themselves provide content to ourpodcast database. This experience put into evidence the difficulty we had to help students to communicate, to teach their own knowledge focusing on a more didactic point of view.

AB - In 2012, the University of Namur (Belgium) launched the PUNCH project (‘PUNCH’, 2012). Within this framework, many experiences to rethink our teaching practices were sponsored. Among many others, the POD-EN-MATH project aims to help students in computer science to complete praxeologies (Chevallard, 2006; Winslow, 2008) when learning mathematical concepts and doing this with the help of high-quality podcasts. Students will gain experience by analyzing step-by-step our own procedure to make the link between theory and technics. Doing so would permit us to make the didactic contract more explicit (Brousseau, 1984). Indeed this procedure is not documented but only transmitted orally. The next step of the project is that students themselves provide content to ourpodcast database. This experience put into evidence the difficulty we had to help students to communicate, to teach their own knowledge focusing on a more didactic point of view.

M3 - Poster

SP - 2668

EP - 2669

T2 - 10th Congress of European Research in Mathematics Education

Y2 - 1 February 2017 through 5 February 2017

ER -

When students use podcasts to share their own expertise in building proofs

Abstract

Symposium

Embargoed Document

Fingerprint

Cite this