‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices
journal contributionposted on 2019-10-14, 11:16 authored by Paul Hernandez-Martinez, Stephanie ThomasStephanie Thomas, Olov Viirman, Yuriy Rogovchenko
Using Cultural-Historical Activity Theory, we analyse lecturers’ views on the aims and teaching practices of mathematical modelling (MM) education in Norway and England. We aim to expose the tensions that exist within the activity of teaching MM at university, such as those that exist between multiple, sometimes competing, aims for teaching MM, or between the lecturers’ professional identities and the structure of university degrees. Our conceptualisation of these tensions might help lecturers consider how to overcome obstacles in their own contexts.
Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC), project number 170874.
- Mathematics Education Centre
Published inInternational Journal of Mathematical Education in Science and Technology
PublisherInforma UK Limited
- AM (Accepted Manuscript)
Rights holder© Taylor and Francis
Publisher statementThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 25 Sep 2019 , available online: https://doi.org/10.1080/0020739x.2019.1668977