An institutional approach to university mathematics education: from dual vector spaces to questioning the world
Research output: Contribution to journal › Journal article › Research › peer-review
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 language | English |
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Journal | Research in Mathematics Education |
Volume | 16 |
Issue number | 2 |
Pages (from-to) | 95-111 |
ISSN | 1479-4802 |
DOIs | |
Publication status | Published - 2014 |
ID: 117029712