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 journalArticle

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

    Fingerprint

Keywords

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

Cite this