Ce livre est une r��dition d'un premier livre paru aux �ditions Publibook en 2010, intitul� � QUESTIONS DU JURY D'ORAL DU CAPES MATHEMATIQUES & r�flexions sur la pr�paration �. Il s'agit d'un retour historique sur des oraux du CAPES math�matiques tel qu'il �tait de 2006 � 2008. Cette r�edition fera peut-�tre le bonheur de ceux qui voudraient d�couvrir les programmes et les questionnements de l'�poque. Attention : le programme du CAPES a plusieurs fois chang� depuis ce texte, et ce livre n'est plus adapt� pour comprendre les nouvelles �preuves et les nouvelles orientations. Il s'agit du t�moignage d'une �poque.Ce livre sur l'oral du CAPES externe comporte deux parties : la premi�re a �t� �crite par Fabien Herbaut, et la seconde par Dany-Jack Mercier.La premi�re partie donne une id�e pr�cise du questionnement d'un jury du CAPES externe de math�matiques en proposant une transcription d'entretiens r�els ayant eu lieu pendant les sessions 2006, 2007 et 2008, tant � l'�preuve de le�ons (Oral 1) qu'� l'�preuve sur dossier (Oral 2), en conservant autant que possible toute la fra�cheur des �changes entre le candidat et les examinateurs. L'id�e est de disposer d'un corpus d'exemples d'entretiens men�s par le jury lors d'�preuves orales afin de r�fl�chir sur les enjeux et les difficult�s d'une pr�paration raisonn�e.Je remercie chaleureusement Fabien Herbaut qui, apr�s avoir assist� � de nombreux oraux et collectionn� des t�moignages, a eu � coeur d'entreprendre la r�daction de la premi�re partie. D'apr�s moi, ces descriptions d'entretiens ont une valeur qui d�passe largement le cadre du CAPES externe puisqu'elles permettent de comprendre comment un jury de concours fonctionne. Elles ont valeur d'enseignement pour tous ceux qui pr�parent les concours de fa�on isol�e sans b�n�ficier de l'expertise des formateurs des IUFM ou des universit�s.Comprendre comment un jury dirige un entretien et r�agit en fonction des r�ponses ou des "non-r�ponses" du candidat est un atout pour celui qui sera interrog� et pour les formateurs charg�s de la pr�paration. A la lecture de tous ces exemples on prend conscience de la fa�on dont un jury adapte son questionnement en fonction des r�ponses du candidat, et dessine un contour pr�cis des connaissances de celui-ci sur un sujet donn�, ainsi que de sa capacit� � expliquer ces connaissances � un tiers.La seconde partie propose une r�flexion g�n�rale sur la pr�paration aux concours, et plus sp�cialement au CAPES de math�matiques. L'objectif de cette partie est de r�pondre � certaines questions-cl�s :- Comment penser une pr�paration au concours permettant d'atteindre les objectifs fix�s par le jury ?- Quelles sont les comp�tences exig�es ?- Dans quel �tat d'esprit doit-on travailler ?- Comment aligner des heures de travail pour approcher toujours plus pr�s du niveau d'excellence ? Cette partie propose des strat�gies de pr�paration et des m�thodes. On y trouvera des extraits d'auteurs qui insufflent l'envie de progresser, des conseils de sp�cialistes, et des t�moignages de candidats plus ou moins heureux qui ont accept� de parler de leurs exp�riences avec leurs termes.

*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This open access book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

In 1913, Russian imperial marines stormed an Orthodox monastery at Mt. Athos, Greece, to haul off monks engaged in a dangerously heretical practice known as Name Worshipping. Exiled to remote Russian outposts, the monks and their mystical movement went underground. Ultimately, they came across Russian intellectuals who embraced Name Worshipping—and who would achieve one of the biggest mathematical breakthroughs of the twentieth century, going beyond recent French achievements. Loren Graham and Jean-Michel Kantor take us on an exciting mathematical mystery tour as they unravel a bizarre tale of political struggles, psychological crises, sexual complexities, and ethical dilemmas. At the core of this book is the contest between French and Russian mathematicians who sought new answers to one of the oldest puzzles in math: the nature of infinity. The French school chased rationalist solutions. The Russian mathematicians, notably Dmitri Egorov and Nikolai Luzin—who founded the famous Moscow School of Mathematics—were inspired by mystical insights attained during Name Worshipping. Their religious practice appears to have opened to them visions into the infinite—and led to the founding of descriptive set theory. The men and women of the leading French and Russian mathematical schools are central characters in this absorbing tale that could not be told until now. Naming Infinity is a poignant human interest story that raises provocative questions about science and religion, intuition and creativity.

*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity

This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields. • The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development. • The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective. • The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education. • Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.

Demystifies curriculum integration describing a variety of curriculum integration options ranging from concurrent teaching of related subjects to fusion of curriculum focus to residential study focusing on daily living, from two-week units to year-long courses.

Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.