Impact of Cognitive Activities Involved in Teaching Differential Equations in Secondary School

Yassine Naamaoui, Mohamed Chergui, Bouazza El Wahbi

© 2022 Mohamed Chergui, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 5, Issue 3, Pages 123-130, ISSN 2619-9955, https://doi.org/10.18421/SAR53-02, September 2022.

Received: 01 July 2022.
Revised:   03 September 2022.
Accepted: 09 September 2022.
Published: 27 September 2022.

Abstract:

This article investigates the impact of cognitive activities involved in teaching differential equations in secondary school. An analysis of textbooks is undertaken to identify the cognitive activities required from the students in learning and investing of differential equations. We noted the lack of support for the cognitive activities of changing frames, conversions of registers of semiotic representations and modeling. A test administered to a group of students at terminal science was carried out to diagnose their acquisitions on differential equations. Results showed various types of difficulties which were observed in the resolution of certain equations from the field of physics.

Keywords – teaching differential equations, interplays between different frames, registers of semiotic representations, modeling.

                   

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