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Characterising the teaching of university mathematics: a case of linear algebra

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conference contribution
posted on 21.03.2013, 14:26 authored by Barbara Jaworski, Stephanie ThomasStephanie Thomas, Thomas BartschThomas Bartsch
This paper focuses on university mathematics teaching where the topic is linear algebra. The research team includes two mathematics educators and a mathematician who collaborate to study the teaching approach and the issues it raises for teaching-learning at university level. We see university mathematics to constitute a community of practice in which the practitioners are those who do mathematics. Such a perspective draws sociohistorically on established practices in doing, learning and teaching mathematics within a university. The paper offers an interpretation of these theoretical perspectives in relation to a first year course on Linear Algebra. We look at how teaching is constructed within the particular setting, with a critical eye on the learners, on learning outcomes and on the tensions experienced by the lecturer in satisfying student needs and mathematical values.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

JAWORSKI, B., TREFFERT-THOMAS, S. and BARTSCH, T., 2009. Characterising the teaching of university mathematics: a case of linear algebra. IN: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, 19-24 July 2009, 3, pp. 249 - 256.

Publisher

International Group for the Psychology of Mathematics Education

Version

AM (Accepted Manuscript)

Publication date

2009

Notes

This is a conference paper.

ISBN

9789602436554

ISSN

0771-100X

Language

en

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