les coniques dans l’enseignement secondaire au liban : conceptions et difficultés
This article summarizes a part of the research carried out in our PhD thesis in mathematics education about the learning of conics in Lebanon. We are especially interested to define the different conceptions emerging from the didactic transposition and to define their impact on the difficulties encountered by the students of grade 12- General Sciences. Conics is rich as definitions and semiotic representations An analysis of the Lebanese program as well as the two most used books in the Lebanese schools shows the favored definitions and registers in addition of two emerged conceptions of this object. The analysis of a test proposed to a sample of GS students shows the difference between the success of the tasks mobilizing these conceptions and the importance of the conversion for problem solving. (Published Abstract)