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            <title xml:lang="fr">cK¢, un modèle pour relier connaissance et preuve en didactique des mathématiques</title>
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            <idno type="halRefHtml">Jacques Baillé. &lt;i&gt;Du mot au concept : Preuve&lt;/i&gt;, PUG, pp.9-32, 2011</idno>
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            <note type="commentary">Traduction augmentée de : Balacheff N. (2010) Bridging knowing and proving in mathematics An essay from a didactical perspective. In: Hanna G., Jahnke H. N., Pulte H. (eds.) Explanation and Proof in Mathematics (pp. 115-135). Heidelberg: Springer (disponible du HAL)</note>
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              <p>L’objectif du présent essai est de questionner les contraintes que les mathématiques imposent sur l’enseignement et l’apprentissage de la preuve, prenant comme postulat que, comme dans d’autres domaines, apprendre les mathématiques ne peut être détaché de la compréhension de son moyen essentiel de validation : la démonstration. La première question à aborder est celle de l’épistémologie de la preuve sur laquelle nous pourrions appuyer notre effort pour combler le vide laissé par les ruptures didactiques auxquelles nous sommes confrontés.</p>
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