Introducing group theory with its raison d’etre for students Hiroaki Hamanaka, Koji Otaki, Ryoto Hakamata To cite this version: Hiroaki Hamanaka, Koji Otaki, Ryoto Hakamata. Introducing group theory with its raison d’etre for students. INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia. hal-03113982 HAL Id: hal-03113982 https://hal.archives-ouvertes.fr/hal-03113982 Submitted on 18 Jan 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Introducing group theory with its raison d’être for students 1 2 3 Hiroaki Hamanaka , Koji Otaki and Ryoto Hakamata 1Hyogo University of Teacher Education, Japan,
[email protected], 2Hokkaido University of Education, Japan, 3Kochi University, Japan This paper reports results of our sequence of didactic situations for teaching fundamental concepts in group theory—e.g., symmetric group, generator, subgroup, and coset decomposition. In the situations, students in a preservice teacher training course dealt with such concepts, together with card-puzzle problems of a type. And there, we aimed to accompany these concepts with their raisons d’être. Such raisons d’être are substantiated by the dialectic between tasks and techniques in the praxeological perspective of the anthropological theory of the didactic.