{"id":1535,"date":"2016-08-19T21:57:00","date_gmt":"2016-08-19T21:57:00","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1535"},"modified":"2016-08-19T22:00:23","modified_gmt":"2016-08-19T22:00:23","slug":"esp1-15-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-15-en\/","title":{"rendered":"Mathematical modeling the training of engineers"},"content":{"rendered":"<p>Avenilde Romo-V\u00e1zquez<\/p>\n<p><strong>R\u00e9sum\u00e9:<\/strong> Dans cette contribution, des \u00e9l\u00e9ments d\u2019un projet de recherche en cours sont<br \/>\npr\u00e9sent\u00e9s. L\u2019objectif du projet est de concevoir des activit\u00e9s didactiques bas\u00e9es sur<br \/>\nla mod\u00e9lisation math\u00e9matique pour la formation des ing\u00e9nieurs. La premi\u00e8re partie<br \/>\nanalyse la place historique occup\u00e9e par les math\u00e9matiques dans les formations d\u2019ing\u00e9nieurs.<br \/>\nLa deuxi\u00e8me partie pr\u00e9sente l\u2019utilisation des mod\u00e8les math\u00e9matiques dans des<br \/>\ncontextes d\u2019ing\u00e9nierie avec l\u2019objectif de d\u00e9terminer les besoins math\u00e9matiques de leur<br \/>\nusage. Ensuite, sont pr\u00e9sent\u00e9s des \u00e9l\u00e9ments th\u00e9oriques et m\u00e9thodologiques bas\u00e9s sur<br \/>\nla Th\u00e9orie Anthropologique du Didactique dans l\u2019intention de concevoir des activit\u00e9s<br \/>\ndidactiques pour la formation des futurs ing\u00e9nieurs. Deux exemples de contextes d\u2019ing\u00e9nierie<br \/>\no\u00f9 l\u2019utilisation des mod\u00e8les math\u00e9matiques a \u00e9t\u00e9 analys\u00e9e permettent d\u2019illustrer<br \/>\ncertaines potentialit\u00e9s et limites de cette proposition th\u00e9orique-m\u00e9thodologique, sur<br \/>\nlaquelle on revient en conclusion.<\/p>\n<p><strong>Mots cl\u00e9s:<\/strong> mod\u00e9lisation math\u00e9matique, formation des futurs ing\u00e9nieurs, activit\u00e9s<br \/>\ndidactiques.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Esp-1-15.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Avenilde Romo-V\u00e1zquez R\u00e9sum\u00e9: Dans cette contribution, des \u00e9l\u00e9ments d\u2019un projet de recherche en cours sont pr\u00e9sent\u00e9s. L\u2019objectif du projet est de concevoir des activit\u00e9s didactiques bas\u00e9es sur la mod\u00e9lisation math\u00e9matique pour la formation des ing\u00e9nieurs. La premi\u00e8re partie analyse la place historique occup\u00e9e par les math\u00e9matiques dans les formations d\u2019ing\u00e9nieurs.\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-15-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1535"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1535"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1535\/revisions"}],"predecessor-version":[{"id":1538,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1535\/revisions\/1538"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1535"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1535"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}