Using activity theory to make sense of differences in perspectives on mathematics teaching

We use Activity Theory to make sense of findings from the design and study of an innovative approach to teaching a mathematics module to first year (university) engineering studentsi. The innovation was designed to promote students’ conceptual understandings of mathematics and included use of inquiry-based questions and tasks, a GeoGebra medium for exploring functions, small group tutorial activity and a small group project (assessed). Significant in the findings were the differences between teaching aims in design of teaching and student perspectives on their experiences and learning goals (Jaworski, Robinson, Matthews & Croft, 2012). The teaching-research team designed tasks and approaches for lectures and tutorials to engage students and promote students mathematical meaning making, their conceptual understanding. The students engaged with tasks in lectures and tutorials and developed their own perceptions of this experience.