posted on 2019-10-14, 11:16authored byPaul 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.
Funding
Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC), project number 170874.
History
School
Science
Department
Mathematics Education Centre
Published in
International Journal of Mathematical Education in Science and Technology
This 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