An institutional approach to university mathematics education: from dual vector spaces to questioning the world
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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.
I: Research in Mathematics Education, Bind 16, Nr. 2, 2014, s. 95-111.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - An institutional approach to university mathematics education:
T2 - from dual vector spaces to questioning the world
AU - Winsløw, Carl
AU - Barquero, Berta
AU - De Vleeschouwer, Martine
AU - Hardy, Nadia
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
U2 - 10.1080/14794802.2014.918345
DO - 10.1080/14794802.2014.918345
M3 - Journal article
VL - 16
SP - 95
EP - 111
JO - Research in Mathematics Education
JF - Research in Mathematics Education
SN - 1479-4802
IS - 2
ER -
ID: 117029712