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journal contribution
posted on 2019-10-14, 11:16 authored by Paul Hernandez-Martinez, Stephanie ThomasStephanie Thomas, Olov Viirman, Yuriy RogovchenkoUsing 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.
Funding
Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC), project number 170874.
History
School
- Science
Department
- Mathematics Education Centre