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

Résultats de recherche: Contribution dans un livre/un catalogue/un rapport/dans les actes d'une conférence › Article dans les actes d'une conférence/un colloque

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Résumé

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.

langue originale	Anglais
titre	Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education
Lieu de publication	Pologne
Pages	2113-2122
Nombre de pages	10
Etat de la publication	Publié - 2011
Evénement	CERME 7 - Rzeszow, Pologne Durée: 9 févr. 2011 → 13 févr. 2011

Colloque

Colloque	CERME 7
Pays/Territoire	Pologne
La ville	Rzeszow
période	9/02/11 → 13/02/11

Accès au document

CERME7_MDV_GG_fromActesVersion finale publiée, 483 KB

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

Contient cette citation

@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. Dans Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Pologne, p. 2113-2122, CERME 7, Rzeszow, Pologne, 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.

Résultats de recherche: Contribution dans un livre/un catalogue/un rapport/dans les actes d'une conférence › Article dans les actes d'une conférence/un colloque

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

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