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6 février 2013
- handle: 10670/1.1v9gsx
- hal: hal-02471295
info:eu-repo/semantics/OpenAccess
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Faïza Chellougui et al., « USE OF FORMALISM IN MATHEMATICAL ACTIVITY CASE STUDY: THE CONCEPT OF CONTINUITY IN HIGHER EDUCATION », HAL-SHS : sciences de l'éducation, ID : 10670/1.1v9gsx
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In this paper, we consider logical-mathematical formalism in mathematical statements. We examine formalism regarding the notion of continuity in higher education. The choice of this concept is based on the fact that this concept involves a large number of related variables and that its logical structure nevertheless not too complex because all quantifiers are at the top of the form (Chellougui, 2009). First we present the didactic transposition of the continuity from knowledge learned to knowledge taught. In a second step, we consider the definition of continuity as presented in various mathematics textbooks for first year university science students.