Abstract
This contribution takes place in the context of a research project 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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Notes
- 1.
Commission de Réflexion sur l’Enseignement des Mathématiques, National Commission for Reflection on the Teaching of Mathematics.
- 2.
This was presented in an unpublished regular lecture given at ICME 11 (http://www.icme11.org/).
- 3.
The term habitat was coined by Artaud (1998) in the context of the so-called ecological approach to didactics.
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Research funded by the french Agence Nationale pour la Recherche, project number <ANR-16-CE38-0006-01>.
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Durand-Guerrier, V., Meyer, A., Modeste, S. (2019). Didactical Issues at the Interface of Mathematics and Computer Science. In: Hanna, G., Reid, D., de Villiers, M. (eds) Proof Technology in Mathematics Research and Teaching . Mathematics Education in the Digital Era, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-030-28483-1_6
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