Scientific Activities > Plenaries

plenary and semi-plenary

Pr Djamil Aïssani
Directeur de l'Unité de Recherche LaMOS
Président de la Société Savante Gehimab

Maghrebian Mathematics in the Middle Ages

Abstract :

 The presentation will concern Maghrebian Mathematics in the medieval period (in the time of Leonardo Fibonacci, Ibn al-Banna, Raymond Lull, Ibn Khaldun, Piri Reis, ...): intellectual centers, institutions, scientific tradition, cities - relations, process of transmission, ... and their relations with the Christian West. It is the same in the nineteenth century: knowledge available among local scholars (Ash Shellati, Lmuhub Ulahbib, ...) and activities in the Maghreb of Western mathematicians (François Arago, Eugene Dewulf, Albert Ribaucour, ...).


 Djamil Aïssani


Learning and teaching mathematics in the age of globalization: problems from the south and from the north of the world.

In recent years, the globalization of the economy, the universality of technological change and the related needs for the skills of the workforce play the role of strong historical motivations for a reform that should bring unified standards for mathematics at school.

I will propose a multiple cultural perspective that takes into account the existence of different epistemological and cultural positions concerning mathematics and the possible distance of the curricular reforms from the mathematical culture of a country.


Dr Moustapha SOKHNA
Assesseur de la Faculté des Sciences et Technologies
de l'Education et de la Formation - UCAD, Sénégal

What teaching of mathematics for the construction of the civilization of the universal?

At the heart of the tumults of today's world, the differences in perceptions of civilizations and cultures are increasing. Now, if we know that mathematics, through the proofs and the coordination of the registers of representation, favor a questioning of the conceptions, we can suppose that the essence of the dialogue between the cultures is consubstantial with the mathematical activity. The challenge is then to make mathematics that makes sense, so rooted in civilizations and that develop towards the Universal.

This theorem accepted, what weight is given to algebra, analysis, probabilities, statistics, etc.? In a mathematical education?

Moustapha Sokhna 

Dr Charoula Stathopoulou. Professor in mathematics education. University of Thessalie, Greece

Dr Peter Appelbaum . Professor in mathematics education. Arcadia University (USA)

"Mathematics education and ethnomathematics living together"

We are going to discuss the contribution of ethnomathematics to mathematics education, particulary its frameworks and the its potential to create conditions to live and do together. Developping the dialogue with alterglobalization ideas and integration of South-South ideas as epistemological perspective (Santos 2015) (for axample the African idea of Ubuntu), we re-consider ethnomathematics itself offering alternative founding principles based on post-colonial notions of dignity, acknowledgment and reconciliation.

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