PME 33 RR.pdf (79.5 kB)
Characterising the teaching of university mathematics: a case of linear algebra
conference contribution
posted on 2013-03-21, 14:26 authored by Barbara Jaworski, Stephanie ThomasStephanie Thomas, Thomas BartschThomas BartschThis 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 EducationVersion
- AM (Accepted Manuscript)
Publication date
2009Notes
This is a conference paper.ISBN
9789602436554ISSN
0771-100XLanguage
- en