L'algorithme : pourquoi et comment le d{\'e}finir pour l'enseigner

TL;DR

This paper explores the importance of defining what an algorithm is, its implications for education, media, and research, and proposes didactic approaches to teach algorithms effectively across different audiences.

Contribution

It analyzes the multifaceted nature of the algorithm concept and suggests didactic strategies for teaching algorithms in various educational contexts.

Findings

Identifies key issues in defining algorithms across disciplines.

Highlights the role of teaching strategies in clarifying the concept.

Proposes didactic elements to improve algorithm education.

Abstract

The question of the definition of what is an algorithm is recurrent. It is found in teaching, at different levels and particularly in secondary education because of the recent evolutions in high school, with immediate consequences in higher education. It is found in mediation, with the different meanings that the word ``algorithm'' is charged with in the media space. It is also found in research, with issues in different branches of computer science, from foundations in computability and complexity to applications in big data. Beyond the issue of definition, it is the raison d'{\^e}tre of the notion of algorithm that should be questioned: what do we want to do with it and what is at stake? It is by trying to specify this that we can identify didactic elements that are likely to help teach the algorithm, in interaction with mathematics or not, and to different audiences.