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

Martine De Vleeschouwer; Ghislaine GUEUDET

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

Martine De Vleeschouwer, Ghislaine GUEUDET

Research output: Contribution in Book/Catalog/Report/Conference proceeding › Conference contribution

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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 language	English
Title of host publication	Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education
Place of Publication	Pologne
Pages	2113-2122
Number of pages	10
Publication status	Published - 2011
Event	CERME 7 - Rzeszow, Poland Duration: 9 Feb 2011 → 13 Feb 2011

Symposium

Symposium	CERME 7
Country/Territory	Poland
City	Rzeszow
Period	9/02/11 → 13/02/11

Access to Document

CERME7_MDV_GG_fromActesFinal published version, 483 KB

http://www.mathematik.uni-dortmund.de/~erme/doc/cerme7/CERME7.pdf

Cite this

@inproceedings{e52393a332484a8e8248f5aeb73760b9,

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

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{\textquoteright} 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{\textquoteright} entrance in the new contract, at different levels. We investigate the impact of this experimental teaching. Analyzing students{\textquoteright} productions, we observe that they developed abilities specific to the university contract, concerning duality or more generally mathematics.",

author = "{De Vleeschouwer}, Martine and Ghislaine GUEUDET",

year = "2011",

language = "English",

pages = "2113--2122",

booktitle = "Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education",

note = "CERME 7 ; Conference date: 09-02-2011 Through 13-02-2011",

}

De Vleeschouwer, M & GUEUDET, G 2011, Secondary-tertiary transition and evolutions of didactic contract: The example of duality in linear algebra. in Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Pologne, pp. 2113-2122, CERME 7, Rzeszow, Poland, 9/02/11. <http://www.mathematik.uni-dortmund.de/~erme/doc/cerme7/CERME7.pdf>

Secondary-tertiary transition and evolutions of didactic contract: The example of duality in linear algebra. / De Vleeschouwer, Martine; GUEUDET, Ghislaine.
Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Pologne, 2011. p. 2113-2122.

Research output: Contribution in Book/Catalog/Report/Conference proceeding › Conference contribution

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PY - 2011

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N2 - 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.

AB - 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.

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EP - 2122

BT - Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education

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