TreffertThomas_2015_Conceptualising teaching practice in AT_PublishedVersion.pdf (769.33 kB)
Download file

Conceptualising a university mathematics teaching practice in an activity theory perspective

Download (769.33 kB)
journal contribution
posted on 02.07.2015, 08:49 by Stephanie ThomasStephanie Thomas
In this article I present a theorisation of a university mathematics teaching practice, based on a research study into the teaching of linear algebra in a first year mathematics undergraduate course. The research was largely qualitative and consisted of data collected in interviews with the lecturer and in observations of his lectures. Using Leontiev’s (1981) activity theory framework I categorised the teaching of linear algebra on three levels: activity-motive, actions-goals and operations-conditions. Each level of analysis provided insights into the lecturer’s teaching approach, his motivation, his intentions and his strategies in relation to his teaching. I developed a model of the teaching process that relates goals as expressed by the lecturer in interviews to the strategies that he designed for his teaching.

History

School

  • Science

Department

  • Mathematical Sciences

Published in

Nordic Studies in Mathematics Education

Citation

TREFFERT-THOMAS, S., 2015. Conceptualising a university mathematics teaching practice in an activity theory perspective. Nordic Studies in Mathematics Education, 20 (2), pp. 53-77.

Publisher

© NCM

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This article was published in the journal, Nordic Studies in Mathematics Education (NOMAD) and the definitive version is available at: http://ncm.gu.se/node/7726

Language

en

Usage metrics

Keywords

Exports