An institutional approach to university mathematics education: from dual vector spaces to questioning the world

Carl Winsløw, Berta Barquero, Martine De Vleeschouwer, Nadia Hardy

    Research output: Contribution to journalArticlepeer-review

    Abstract

    University mathematics education (UME) is considered, in this paper, as a kind of didactic practice - characterised by institutional settings and by the purpose of inducting students into mathematical practices. We present a research programme - the anthropological theory of the didactic (ATD) - in which this rough definition can be made much more precise; we also outline some cases of ATD-based research on UME. Three cases are presented in more detail. The first is a theoretical and empirical study of the topic of dual vector spaces, as it appears in undergraduate courses on linear algebra. The second case concerns a similar study of the practices and theories on limits of functions which students may develop in calculus courses. Finally, a third study illustrates the use of ATD to design and experiment innovative approaches to mathematical modelling in the setting of a first mathematics course for engineering students.

    Original languageEnglish
    Pages (from-to)95-111
    Number of pages17
    JournalResearch in Mathematics Education
    Volume16
    Issue number2
    Early online date30 Jun 2014
    DOIs
    Publication statusPublished - 2014

    Keywords

    • anthropological theory of the didactic
    • duality in linear algebra
    • limits and calculus
    • mathematical modelling
    • university mathematics education

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