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6 février 2013
- handle: 10670/1.i8pbpe
- hal: hal-02471277
info:eu-repo/semantics/OpenAccess
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Formal semantics Semasiology Semiology (Semantics) Language and languages--Syntax SyntaxCiter ce document
Kouki Rahim et al., « LIMIT OF THE SYNTACTICAL METHOD IN SECONDARY SCHOOL ALGEBRA », HAL-SHS : sciences de l'éducation, ID : 10670/1.i8pbpe
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One of the main difficulties that secondary school students have to face in Algebra is insufficient mastering of syntactic rules as often pointed out both by teachers as well as researchers. In this paper, we adopt a logical point of view on equations and inequations and we support the hypothesis that for an adequate appropriation of these two notions, it is necessary to be able to articulate syntax and semantics. We start by explaining what is meant by “a logical point of view”. Then, we examine in which respect the dialectic between syntax and semantics appears in Tunisian textbooks, through an analysis relying on both the dialectic between syntax and semantics as well as mathematical praxeology. Finally, we provide an example enlightening the paramount importance, in some cases, of the semantic point of view in order to solve (in)equations.