Laurent Moutet

Rectorat de l'académie d'Amiens

Reflective analysis is an activity that is widely emphasised in the learning processes of trainee teachers in France. It remains important throughout a teacher's career in order to favour their creative potential. It corresponds to competence 14 of the reference frame of competences for teaching and education professions in France (MEN, 2013). JIGS...

Implementing old physics syllabuses in a 12th grade science major in 2012 introduced elements of knowledge derived from the theory of special relativity. This chapter focuses on part of the second pilot sequence preparatory to engineering. A “graphic object” was built by the pupils step by step in order to more easily appropriate the notions of spe...

The aim is to show the analysis of a problem solving using the theoretical framework of the extended mathematical workspace (Extended MWS) and the Blum and Leiss modeling cycle with a multidisciplinary approach (contribution of physics and mathematics). This problem-solving study the possibility of producing an intense magnetic field using a wire w...

The aim is to show how the extended mathematical working space (extended MWS) theoretical framework can be used to analyse the tasksTasks implemented during a few stages of a modelling cycleModelling cycle in a chemical problem. This chapter studies a teachingTeaching sequence, including an experimental session in chemistry and graph construction f...

The theoretical framework of the Extended Mathematical Working Space (Extended MWS) allows to analyse the tasks implemented during a few steps of a physics or chemistry modelling cycle. The analysis of the work is also carried out with the anthropological theory of the didactic (ATD) to compare the two theoretical frameworks in the a priori analysi...

The Mathematical Working space (MWS) was developed to better understand the didactic issues around mathematical work in a school environment by Kuzniak et al (2016). The MWS has two levels: one is a cognitive nature in relation to the student and another is an epistemological nature in relation to the mathematical content studied. The MWS diagram w...

The aim is to show how the extended Mathematical Working Space (extended MWS) theoretical framework makes it possible to analyse the tasks implemented during a few stages of a modelling cycle in physics. The study begins with a special relativity teaching sequence using a diagrammatic approach in “Terminale S” in France (grade 12). The analysis usi...

Le cadre théorique de l’ETM étendu permet d’analyser les tâches mises en œuvre lors de quelques étapes d’un cycle de modélisation en physique ou en chimie. Une séquence d’enseignement de relativité restreinte utilisant une approche diagrammatique en terminale S en France (Grade 12) est tout d’abord étudiée. L’analyse utilisant le cadre théorique de...

Analysis of a special relativity teaching sequence: The contribution of the extended MWS. The aim is to analyse the tasks performed during the modelling process of a special relativity teaching sequence in a “Terminale S” class in France (grade 12). Didactic engineering will be the methodological framework chosen for this study. Three theoretical f...

Abstract – The theoretical frame of the extended MWS allows to analyse the tasks operated during the process of modelling. It allows to show, through the example of a special relativity teaching sequence in a grade 12 class in France, which are the interactions between the cognitive plane and the epistemological planes of the physics or the mathema...

Il s’agit de montrer comment le cadre théorique de l’ETM étendu est utilisé pour analyser les tâches mises en œuvre lors du processus de modélisation. Le cadre de l’ETM étendu permet de montrer, au travers de l’exemple d’une séquence d’enseignement de relativité restreinte en terminale S en France (grade 12), quelles sont les interactions entre le...

Il s’agit de montrer comment le cadre théorique de l’ETM étendu permet d’analyser les tâches mises en œuvre lors du processus de modélisation. Le cadre de l’ETM étendu permet de montrer, au travers de l’exemple d’une séquence d’enseignement de relativité restreinte en terminale S en France (grade 12), quelles sont les interactions entre le plan cog...

In the Mathematical Working Space (MWS) model, an epistemological plane and a cognitive plane are introduced with a focus on their interactions related to semiotic, instrumental and discursive dimensions (Figure 1a). The model is devoted to the analysis of mathematical work with, specifically, paradigms guiding and orienting the work. Numerous rese...

We tried to develop and test several activities using a register based on diagrams for teaching the special theory of relativity to S class of twelfth graders. The graphic approach may result it complications in learning. However, its educational potential can turn out to be more beneficial. An epistemological study on diagrams used in special rela...

Homolytically induced decompositions of unsaturated peroxyacetals, synthesized from aldehydes, gave alkoxyalkoxyl radicals that yielded alkyl radicals by rapid beta-scission. The latter radicals could react with several types of "transfer agents" to smoothly bring about homolytic decarbonylative functional group transformations of aldehydes into ha...

Induced decomposition of unsaturated peroxy acetals prepared from trimethyl orthoformate, dodecanal or 2-methylundecanal and 2,3-dimethyl-2-hydroperoxybut-3-ene, in the presence of ethyl iodoacetate, CCl4 or dodecanethiol, allowed respectively their iodo-, chloro- and hydro- decarbonylation with yields of over 70%; the same reaction applied to the...

Les réactions radicalaires des aldéhydes font intervenir le radical acyle. Ce radical peut soit réagir sur une molécule XY pour aboutir au produit carbonylé RCOX, soit par perte de CO donner le produit de décarbonylation RX par l’intermédiaire d’un radical alkyle. Une étude préliminaire avec le tétrachlorométhane ou le bromotrichlorométhane a montr...