Mathematics and realities, proceeding of CIEAEM 66
Mathématiques et réalités, actes de CIEAEM 66
Résumé
The theme of this conference refers to fundamental questions about mathematics, their existence, their discovery,
and their relations with other sciences, but also issues related to their teaching and learning in the twenty-rst century.
The PISA 2012 assesment and analytical framework (PISA, 2012) oers a denition of mathematics based on
mathematical relations with the "real world" :
Mathematical literacy is an individual's capacity to formulate, employ, and interpret mathematics in a variety
of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to
describe, explain and predict phenomena. It assists individuals to recognise the role that mathematics plays in the world
and to make the well-founded judgments and decisions needed by constructive, engaged and reective citizens.(PISA,
2012)
The reality of mathematical objects can be seen only through an act of representation. And even if one believes
Freudenthal, if "our mathematical concepts, structures, ideas have been invented as tools to organize the phenomena
of the physical, social and mental world" (Freudenthal, 1983, p ix), relationships between mathematics and realities,
as well as relationships of mathematics with other sciences, come up against and face problems of translation due to
the nature of mathematical objects themselves.
Thus, the relationship of mathematics to realities, being philosophical, social, societal or educational, raises questions
that the conference will address through its sub-themes of :
Mathematics in relation to other disciplines, by questioning the relationship, at a school level and at an academic
level, between disciplines and addressing the question of the reality of objects and concepts that depend on the
appropriate epistemology of each discipline
Logic in mathematical practices, addressing issues of logic as being part of mathematics and mathematical discovery,
as well as the links between logic and reasoning through questions such as : what is the role of logical reasoning ?
What are the links with argument, evidence ? What teaching can promote the acquisition of reusable logic skills ?
Technology and mathematics experiences, sub-themes in which the mathematical experience will be questioned :
is mathematics used by students to solve a mathematical task in a paper-and-pencil environment dierent from that
he or she would use in a technological context ?
Multiculturalism and reality : teaching realities in multicultural classrooms with multiple cultures can equally be
addressed from the perspective of professional cultures, social cultures, ethnic cultures, etc.