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

Standard

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

In: Research in Mathematics Education, Vol. 16, No. 2, 2014, p. 95-111.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Winsløw, C, Barquero, B, De Vleeschouwer, M & Hardy, N 2014, 'An institutional approach to university mathematics education: from dual vector spaces to questioning the world', Research in Mathematics Education, vol. 16, no. 2, pp. 95-111. https://doi.org/10.1080/14794802.2014.918345

APA

Winsløw, C., Barquero, B., De Vleeschouwer, M., & Hardy, N. (2014). An institutional approach to university mathematics education: from dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95-111. https://doi.org/10.1080/14794802.2014.918345

Vancouver

Winsløw C, Barquero B, De Vleeschouwer M, Hardy N. An institutional approach to university mathematics education: from dual vector spaces to questioning the world. Research in Mathematics Education. 2014;16(2):95-111. https://doi.org/10.1080/14794802.2014.918345

Author

Winsløw, Carl ; Barquero, Berta ; De Vleeschouwer, Martine ; Hardy, Nadia. / An institutional approach to university mathematics education: from dual vector spaces to questioning the world. In: Research in Mathematics Education. 2014 ; Vol. 16, No. 2. pp. 95-111.

Bibtex

@article{69a6beda0f5d4a54b5e04f3f70f31970,
title = "An institutional approach to university mathematics education:: from dual vector spaces to questioning the world",
abstract = "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.",
author = "Carl Winsl{\o}w and Berta Barquero and {De Vleeschouwer}, Martine and Nadia Hardy",
year = "2014",
doi = "10.1080/14794802.2014.918345",
language = "English",
volume = "16",
pages = "95--111",
journal = "Research in Mathematics Education",
issn = "1479-4802",
publisher = "Routledge",
number = "2",

}

RIS

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