Secondary-tertiary transition and evolutions of didactic contract: The example of duality in linear algebra

Martine De Vleeschouwer, Ghislaine GUEUDET

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    Abstract

    This contribution concerns the teaching and learning of duality in linear algebra. Combining an institutional, and a didactic contract perspective we argue that some of the novice students’ difficulties can result from specific features of the university contract, at different levels. Analyzing university textbooks, we identify such features, in the case of duality. Drawing on these observations, we design an experimental teaching, aiming to support the students’ entrance in the new contract, at different levels. We investigate the impact of this experimental teaching. Analyzing students’ productions, we observe that they developed abilities specific to the university contract, concerning duality or more generally mathematics.
    Original languageEnglish
    Title of host publicationProceedings of the Seventh Congress of the European Society for Research in Mathematics Education
    Place of PublicationPologne
    Pages2113-2122
    Number of pages10
    Publication statusPublished - 2011
    EventCERME 7 - Rzeszow, Poland
    Duration: 9 Feb 201113 Feb 2011

    Symposium

    SymposiumCERME 7
    CountryPoland
    CityRzeszow
    Period9/02/1113/02/11

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