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Ming-Yu SHAO

Par Luc Trouche - Dernière modification 28/07/2018 18:44

Doctorante en didactique des mathématiques

Photo Ming-YuLaboratoire S2HEP - EducTice -

Institut français de l'Éducation

École Normale Supérieure de Lyon, 15 parvis René-Descartes, BP 7000, 69342 Lyon cedex 07

Cotutelle Luc Trouche/ Jana Trgalova à Lyon - Jiansheng Bao à Shanghai

Début de la thèse en septembre 2018

Financement China Scolarship Council (CSC)

Courriel : Ming-Yu Shao

Itinéraire

  • From Sept. 2018: PhD study in ENS de Lyon, major in Mathematic Education
  • Sept. 2015 - June 2018: Master study in ECNU, Shanghai, China, majored in Mathematics Education
  • Sept. 2011 - June 2015: Bachelor study in East China Normal University, Guangzhou, China, majored in Mathematics and Applied Mathematics

Sujet de la thèse

  • Adopting the comparative analysis and the design research methodology, the research will be devoted to describe how (under which condition and by what means) the digital learning environment can promote the learning of analytical geometry concept
  • In particular, what is the relationship between the development of student thinking level along the hypothetical learning trajectory for the concept locus equation and the development of student individual instrumental genesis of the DGS Geogebra?
  • Theoretical Basis: hypothetical learning trajectory (Simon, 1995; Clement & Sarama, 2004), instrumental approach (Verillon & Rabardel, 1995) and documentational approach to didactics (Gueudet & Trouche, 2009).

Implication dans des projets 

Sub-project of the major educational science research project of Shanghai in 2015: “Effective Design of Mathematics textbooks for primary and middle schools”. (granted by Shanghai Education Committee, Project No. D1508)

Publications ou communications

Publications

  • Wang, Xiao-Qin, & Shao, Ming-Yu (2017). 三角公式的若干几何模型. [Several Geometrical Models of Trigonometric Formulae.] 数学通报, 56(6), 1-5.
  • Shao, Ming-Yu. (2015). 用组合数学方法简化数列通项的求解. [Using Combined Mathematical Method to simplify the problem solving of Sequence.] 中学生数理化:学研版(2), 28-29.

Communications

  • Shao, M.-Y., & Zhang, L. (2018). A case study of a Chinese teacher’s lesson: tasks, conceptions and instrumental orchestration”, In V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, & L. Trouche (Eds.), Proceedings of the Re(s)sources 2018 International Conference (pp. 231-234). ENS de Lyon,
  • Shao, M.-Y. “Identifying a hypothetical learning trajectory for Cartesian coordinate system based on a comparative analysis of curriculum standards”, accepted by 8th ICMI - East Asia Regional Conference on Mathematics Education for oral presentation, to be held in May 2018, Taipei, Taiwan.
  • Shao, M.-Y.《基于几何画板实验的圆锥曲线再认识》,[“Re-exploring Conic Sections Based on experiments with Geometry Sketchpad”,] accepted by National Mathematical Education Research Association - International Academic Annual Meeting, held in 2016, Wuhan, China.

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