Éditeur(s) : HAL CCSD Public Library of Science
Résumé : International audience
ISSN: 1935-2727

inserm-00919502
http://www.hal.inserm.fr/inserm-00919502
http://www.hal.inserm.fr/inserm-00919502/document
http://www.hal.inserm.fr/inserm-00919502/file/2013_Nacher_-_Disseminated_histo_in_hiv_in_south_america_a_neglected_killer_continues_on_its_rampage.pdf
DOI : 10.1371/journal.pntd.0002319

Éditeur(s) : HAL CCSD
Résumé : International audience
This paper shows how the notion of “local site of a question” helps the teacher to get into this question in order to teach it. We discuss the relationship between the description of what has to be deeply known to answer the difficulties or the obstacles which arise for the pupils during the study of a question, and what Shulman, and his successors, model under the name of pedagogical content knowledge. A survey, conducted among current French teachers, shows how they are powerless when facing the difficulties of their pupils and a study of some old teaching books shows how this problem was addressed in former teaching practices. Based on these results, we open the discussion of the training of the teachers.
L’article montre l’usage possible de la notion de « site local d’une question » dans le travail du professeur se préparant à enseigner cette question. On discute à cette occasion les proximités entre la description de ce qu’il y a à savoir profondément, pour répondre aux difficultés ou obstacles que rencontreront les élèves au cours de l’étude d’une question, et ce que Shulman et ses successeurs modélisent sous le terme de « pedagogical content knowledge ». Une enquête auprès de professeurs actuels montre comment ils sont démunis face aux difficultés des élèves, et une enquête dans des ouvrages d’enseignement anciens montre comment le problème soulevé a été traité en pratique par l’enseignement traditionnel. L’article discute alors le problème de la formation que les professeurs seraient en droit d’attendre.
Education & Didactique

hal-01530862
https://hal.univ-antilles.fr/hal-01530862

Éditeur(s) : HAL CCSD
Résumé : International audience
The French ministry of education introduced in 2005 the « organized returning of knowledge » (ROC) in the French baccalauréat as a tool to render more efficient the mathematical education at the end of secondary school. This article is based on an analysis of the ROC of the 2006 Antilles-Guyane baccalauréat, by the anthropological approach to didactics, which leads to the construction of its mathematical site. Through this analysis, some features of the ROC are discussed, such as its consistency (including from the view point of the institution) and the transparency of this evaluation.
L’introduction des restitutions organisées de connaissances (ROC) dans les épreuves du baccalauréat, à partir de 2005, est une réponse de l’institution à la volonté de rendre plus efficace l’enseignement en cycle terminal. Cet article s’appuie sur l’analyse de la ROC du sujet Antilles Guyane session 2006 par une approche anthropologique en proposant la construction de son site mathématique. Au travers de cet exemple sont interrogées certaines caractéristiques du concept ROC comme sa cohérence (notamment institutionnelle) et la transparence de cette évaluation.
Annales de didactique et de sciences cognitives

hal-01530860
https://hal.univ-antilles.fr/hal-01530860

Éditeur(s) : HAL CCSD
Résumé : International audience
Analyses didactiques des pratiques d’enseignement et de formation : quelles perspectives ?
Toulouse, France

hal-01620928
https://hal.univ-antilles.fr/hal-01620928
https://hal.univ-antilles.fr/hal-01620928/document
https://hal.univ-antilles.fr/hal-01620928/file/Silvy%20.pdf

Éditeur(s) : HAL CCSD Landes Bioscience
Résumé : International audience
In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field.
Autophagy

hal-00735751
https://hal.archives-ouvertes.fr/hal-00735751
PUBMED : 22966490

Éditeur(s) : Oxford Univ Press
Résumé : Biological reference points are important tools for fisheries management. Reference points are not static, butmay change when a population's environment or the population itself changes. Fisheries-induced evolution is one mechanism that can alter population characteristics, leading to "shifting" reference points by modifying the underlying biological processes or by changing the perception of a fishery system. The former causes changes in "true" reference points, whereas the latter is caused by changes in the yardsticks used to quantify a system's status. Unaccounted shifts of either kind imply that reference points gradually lose their intended meaning. This can lead to increased precaution, which is safe, but potentially costly. Shifts can also occur in more perilous directions, such that actual risks are greater than anticipated. Our qualitative analysis suggests that all commonly used reference points are susceptible to shifting through fisheries-induced evolution, including the limit and "precautionary" reference points for spawning-stock biomass, B-lim and B-pa, and the target reference point for fishing mortality, F-0.1. Our findings call for increased awareness of fisheries-induced changes and highlight the value of always basing reference points on adequately updated information, to capture all changes in the biological processes that drive fish population dynamics.
Ices Journal Of Marine Science (1054-3139) (Oxford Univ Press), 2013-07 , Vol. 70 , N. 4 , P. 707-721

Droits : 2013 International Council for the Exploration of the Sea. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com
http://archimer.ifremer.fr/doc/00151/26228/24302.pdf
DOI:10.1093/icesjms/fst077
http://archimer.ifremer.fr/doc/00151/26228/

Éditeur(s) : HAL CCSD Wiley
Résumé : International audience
BACKGROUND: The RH blood group system has many RHCE variant alleles that have arisen through gene conversion or nucleotide changes. Two probands, with red blood cells (RBCs) that were D+C+E-c+(w) e+ were sent to our laboratories to resolve the weak c expression. STUDY DESIGN AND METHODS: Hemagglutination tests were performed by automated and manual procedures. Genomic DNA analysis was performed by sequencing of Exons 1 to 10 of RHCE and RHD. RESULTS: The probands' RBCs did not react with standard monoclonal anti-E reagents from Bio-Rad, Diagast, DiaMed, Immucor, Ortho, and Quotient. The RBCs reacted variably with anti-c reagents from Diagast, DiaMed, Immucor, or Ortho and did not react with the Quotient anti-c reagent. Surprisingly, sequencing results of RHCE showed the presence of C/G at Position 676 (E/e polymorphism) and the association of the E polymorphism with a 734T>C transition in Exon 5 of the RHCE, encoding a Leu245Pro amino acid substitution in the mature RhcE polypeptide. Replacement of leucine 245 by proline in the eighth transmembrane domain of the RhcE protein may have a steric effect on the protein such that most anti-E reagents do not bind and the interaction between anti-c and c antigen is also affected. CONCLUSION: We report a novel RHCE*cE allele, RHCE*cE734C, which was assigned the provisional ISBT allele name RHCE*cE.14 or RHCE*03.14. It was found in two probands whose RBCs had weakened c expression and typed E- with conventional anti-E reagents. These data, once again, highlight the fact that the genotype does not always reflect the phenotype.
ISSN: 0041-1132

hal-00839022
https://hal.archives-ouvertes.fr/hal-00839022
DOI : 10.1111/j.1537-2995.2012.03860.x
PUBMED : 22958092

Éditeur(s) : HAL CCSD
Résumé : National audience
We study various proofs of the characterization of constant functions, more precisely of the theorem: a derivable function, defined on a real interval, is constant if, and only if, its derivative is null. Our aim is to study the relationships of these proofs with the mathematical curriculum of secondary schools and the beginning of undergraduate studies in France, from various points of views (epistemological, historical, and didactical). This study leads to the construction of the mathematical site of the studied theorem and can serve as a basis for training activities around the fundamental theorems of elementary analysis.
Nous étudions plusieurs démonstrations de la caractérisation suivante des fonctions constantes : une fonction, définie sur un intervalle, dérivable est constante si, et seulement si, sa dérivée est nulle. Le but est d'étudier les relations entre ces démonstrations et le curriculum en France à la jonction entre la fin des études secondaires et le début des études supérieures, avec des apports venant de différents points de vue (épistémologique, historique, didactique). Cette étude mène à la construction du site mathématique local du théorème étudié et peut servir de base à des activités de formation autour des théorèmes fondamentaux de l'analyse élémentaire.
Recherches et Ressources en Éducation et Formation

hal-01529547
https://hal.univ-antilles.fr/hal-01529547
https://hal.univ-antilles.fr/hal-01529547/document
https://hal.univ-antilles.fr/hal-01529547/file/8_Delcroix-et-Silvy-2009.pdf

Éditeur(s) : Wiley-blackwell
Résumé : Managing fisheries resources to maintain healthy ecosystems is one of the main goals of the ecosystem approach to fisheries (EAF). While a number of international treaties call for the implementation of EAF, there are still gaps in the underlying methodology. One aspect that has received substantial scientific attention recently is fisheries-induced evolution (FIE). Increasing evidence indicates that intensive fishing has the potential to exert strong directional selection on life-history traits, behaviour, physiology, and morphology of exploited fish. Of particular concern is that reversing evolutionary responses to fishing can be much more difficult than reversing demographic or phenotypically plastic responses. Furthermore, like climate change, multiple agents cause FIE, with effects accumulating over time. Consequently, FIE may alter the utility derived from fish stocks, which in turn can modify the monetary value living aquatic resources provide to society. Quantifying and predicting the evolutionary effects of fishing is therefore important for both ecological and economic reasons. An important reason this is not happening is the lack of an appropriate assessment framework. We therefore describe the evolutionary impact assessment (EvoIA) as a structured approach for assessing the evolutionary consequences of fishing and evaluating the predicted evolutionary outcomes of alternative management options. EvoIA can contribute to EAF by clarifying how evolution may alter stock properties and ecological relations, support the precautionary approach to fisheries management by addressing a previously overlooked source of uncertainty and risk, and thus contribute to sustainable fisheries.
Fish And Fisheries (1467-2960) (Wiley-blackwell), 2014-03 , Vol. 15 , N. 1 , P. 65-96

Droits : 2012 John Wiley & Sons Ltd
http://archimer.ifremer.fr/doc/00124/23522/21409.pdf
DOI:10.1111/faf.12007
http://archimer.ifremer.fr/doc/00124/23522/

Éditeur(s) : HAL CCSD IREM Université J. Fourier Grenoble
Résumé : International audience
S’appuyant sur la théorie anthropologique du didactique et le site local d’une question, l’article explore les techniques du calcul de durée de nombres complexes Heure Minute (HM) au travers d’une étude de manuels. Puis, à partir d’une enquête effectuée en Guadeloupe, il montre un outillage insuffisant des professeurs pour un enseignement efficace de ce calcul, puisque deux techniques seulement sont privilégiées (la ligne des temps et la soustraction posée). Ces constats questionnent la formation actuelle des professeurs.
Grand N

hal-01530867
https://hal.univ-antilles.fr/hal-01530867

Éditeur(s) : HAL CCSD
Résumé : International audience
Un certain nombre de travaux montrent que la manière dont les élèves perçoivent et traitent les erreurs en mathématiques est influencée par leurs croyances épistémologiques, conceptions de l’apprentissage et la perception de leurs compétences. Tout en reconnaissant l’importance de ces facteurs d’ordre motivationnel, certains chercheurs insistent sur le rôle que joue l’environnement de la classe sur les perceptions des élèves des erreurs. Pour avancer dans ce sens Van Dyck et al. (2005) proposent le concept de « climat de l’erreur » (ensemble de savoirs et pratiques pédagogiques véhiculés en classe) et suggèrent d’étudier ses effets. La présente recherche s’inscrit dans cette perspective et poursuit les objectifs suivants :1)Identifier les savoirs et les pratiques que les enseignants mobilisent en classe pour traiter différents types d’erreurs. 2)Déterminer la manière dont les élèves perçoivent et interprètent les savoirs et les pratiques des enseignants. Nous avons réalisé une étude par questionnaire (300 élèves de lycée et leurs enseignants) et une observation au sein de deux classes. Les résultats révèlent une discordance enseignants – élèves au niveau du traitement des erreurs, provenant d’une interprétation variée ou en décalage. Cela nous permettra d’aborder la problématique du traitement des erreurs des élèves en difficultés
CRIFPE 4° ColloqueInternationnal en Education
Montréal, Canada

hal-01618422
https://hal.univ-antilles.fr/hal-01618422

Éditeur(s) : HAL CCSD
Résumé : International audience
This research aim focused onthe interpretation of the action of pupils for two school professors in mathematics and in physical education. The research is in the field of work concerned with the process of didactic contextalisation (Delcroix, Forissier, Anciaux, 2012). It also mobilizes process of the comparative approach (Mercier, Schubauer-Leoni et Sensevy, 2002). Data processed within the limits of this communication were collected by interview of self-confrontation. The results are used to model the interpretive filters according to three axes: the practical epistemology of the professor through the categories of Shulman (1987), forms of inference employed and his organization. Our study allows us to confront, in this model, the specifics or generics, fruits of disciplinary didactics to the effects of the didactic contextualization. We note that the use of contextualization seems to act as a filter (regardless of the teacher or the discipline concerned) constitutive of a profile kind (in the sense of Clot). Finally, at the end of this research, we discuss the contribution of this type of study for the training of teachers by querying the aspect built of these filters in action-context interaction and by validating the legitimacy of this question: "What is happening in the minds of the students"?Clot, Y. et Faïta, D. (2001). Genre et style en analyse du travail. Concepts et méthodes, Travailler, 6, 7-42Delcroix, A., Forissier, T., & Anciaux, F. (2012). Vers un cadre d’analyse opérationnel des phénomènes de contextualisation didactique. Dans F. Anciaux, T. Forissier et LF. Prudent, Contextualisations didactiques (pp. 141-188). Paris : L’harmattan.Mercier, A., Schubauer-Leoni, ML. & Sensevy, G. (2002). Vers une didactique comparée. Revue française de pédagogie, 141, 5-16.Shulman, L. (1987). « Knowledge and teaching : foundations of the new reform ». Harvard Educational Review, vol. 57, n° 1, p. 1-22.
The Caribbean Academy of Sciences 20th GENERAL MEETING AND BIENNIAL CONFERENCE
Deshaies, Guadeloupe

hal-01618424
https://hal.univ-antilles.fr/hal-01618424

Éditeur(s) : HAL CCSD
Résumé : International audience
The mathematical site of an exercise or a theorem is a useful tool which helps to organize its study, by putting into a hierarchy the various elements (substratum, objects, techniques, technologies) relevant to describe its ecosystem. These characteristics of the mathematical site turn it into a help for the pupil or student (within the framework of an evaluation in mathematics), what we show by the analysis in term of site of a subject given in the competitive ex-amination for secondary school teaching (CAPES) in mathematics. Furthermore, by revealing the organization of a mathematical concept, we show that the site can be a tool for professional training of teachers of mathematics, on the example of the characterization of a constant function on an interval by its derivative.
Le site mathématique local d’un énoncé d’exercice ou d’un théorème de cours se compose d’un système d’êtres mathématiques (objets, techniques, technologies…) et de relations, enrichis par un substrat, formé d’éléments non mathématisables dans l’institution considérée, dévoilant l’organisation de la question. Ces caractéristiques font que le site local fonctionne comme un écosystème, permettant la compréhension d’activités mathématiques de classe, d’évaluation, ce que nous montrons par l’analyse d’un dossier d’oral 2 du CAPES externe de mathématiques. Ce faisant, il devient un outil du professeur pour guider les élèves dans l’étude d’une question. De plus, comme il révèle les organisations locales en mathématiques, le site peut être utilisé comme un outil de formation professionnelle d’enseignants. Par exemple, il permet de questionner les progressions scolaires ou universitaires reçues, ce que nous discutons sur le cas de la caractérisation d’une fonction constante sur un intervalle par sa dérivée.
Repères IREM

hal-01530861
https://hal.univ-antilles.fr/hal-01530861

Éditeur(s) : HAL CCSD
Résumé : International audience
Analyses didactiques des pratiques d’enseignement et de formation : quelles perspectives ? Colloque internationnal ARCD
Toulouse, France

hal-01618427
https://hal.univ-antilles.fr/hal-01618427

Éditeur(s) : HAL CCSD
Résumé : L'introduction des restitutions organisées de connaissances (ROC) dans les épreuves du baccalauréat, à partir de 1995, est une réponse de l'institution à la volonté de rendre plus efficace l'enseignement en cycle terminal. Cet article s'appuie sur l'analyse de la ROC du sujet Antilles Guyane session 2006 par une approche anthropologique en proposant la construction de son « site mathématique ». Au travers de cet exemple sont interrogées certaines caractéristiques du concept ROC comme sa cohérence (notamment institutionnelle) et sa transparence de cette évaluation.
https://hal.archives-ouvertes.fr/hal-00319519

Droits : info:eu-repo/semantics/OpenAccess
hal-00319519
https://hal.archives-ouvertes.fr/hal-00319519
https://hal.archives-ouvertes.fr/hal-00319519/document
https://hal.archives-ouvertes.fr/hal-00319519/file/PropositionArticleVersionHAL1.pdf

Éditeur(s) : HAL CCSD
Résumé : We study various proofs of the caracterization of constant functions, more precisely of the theorem: a derivable function, defined on a real interval, is constant if, and only if, its derivative is null. Our aim is to study the relationships of these proofs with the mathematical curriculum of secondary schools and the begining of undergraduate studies in France, from various point of views (epistemological, historical, didactical).
https://hal.archives-ouvertes.fr/hal-00318449

hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449v2/document
https://hal.archives-ouvertes.fr/hal-00318449/file/CroissanceSansTAF10HALV2.pdf
ARXIV : 0809.0965