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

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

Résultats de recherche: Contribution à un journal/une revueArticle

Résumé

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.

langue originaleAnglais
Pages (de - à)95-111
Nombre de pages17
journalResearch in Mathematics Education
Volume16
Numéro de publication2
Date de mise en ligne précoce30 juin 2014
Les DOIs
étatPublié - 2014

Empreinte digitale

Mathematics Education
didactics
Vector space
mathematics
university
education
mathematical modeling
student
Linear algebra
Mathematical Modeling
Empirical Study
Rough
Calculus
engineering
Engineering
Universities
experiment
Experiment

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    Citer ceci

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    An institutional approach to university mathematics education : from dual vector spaces to questioning the world. / Winsløw, Carl; Barquero, Berta; De Vleeschouwer, Martine; Hardy, Nadia.

    Dans: Research in Mathematics Education, Vol 16, Numéro 2, 2014, p. 95-111.

    Résultats de recherche: Contribution à un journal/une revueArticle

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