Institutional Transitions in University Mathematics Education

Artigue, Michèle

doi:10.1007/978-3-030-76791-4_21

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…These levels are used to specify knowledge and practice in school institutions at different levels of institutional granularity, within and above the school itself. While a total of 10 different levels may be considered (Artigue & Winsløw, 2010), we shall focus here primarily on the three lowest levels:…”

Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

Mathematics in a Japanese overseas school: Connecting classroom study and curriculum

Aoki

2023

Asian Journal for Mathematics Education

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The aim of this paper is to investigate how the contents related to the arithmetic of fractions, as described in the official curriculum issued by the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT), are implemented in actual teaching at the so-called Japanese supplementary school in Denmark. Additionally, at a methodological level, this case study demonstrates how so-called praxeological reference models can be developed at different levels of detail to describe classroom teaching at a particular grade level and the overall curriculum of primary school in a connected way. This study is based on the notions of praxeological reference models and moments of didactic processes from the Anthropological Theory of the Didactic. The findings reveal that (1) not much time is allocated to each moment and (2) the flow of gradually building up techniques, as intended by the textbook authors is to some extent disrupted in the lesson.

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Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

Mathematics in a Japanese overseas school: Connecting classroom study and curriculum

Aoki

2023

Asian Journal for Mathematics Education

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“…From an instructional perspective, mathematical knowledge in an educational institution is divided into mathematical and didactic praxeologies (Artigue & Winsløw, 2010). Mathematical praxeologies can be characterized as the set of existing praxeologies related to any mathematical knowledge.…”

Section: Analysis Of Mathematical Tasks In Light Of the Anthropologic...mentioning

confidence: 99%

“…Mathematical praxeologies can be characterized as the set of existing praxeologies related to any mathematical knowledge. On the other hand, didactic praxeologies refer to the use of any praxeology for instructional purposes (Artigue & Winsløw, 2010;Gellert, Barbé & Espinoza, 2013). Chevallard (1998) stated that only certain praxeologies that meet certain constraints can be used in an institution, and all praxeologies that can be given in this context are shaped by these constraints.…”

Section: Analysis Of Mathematical Tasks In Light Of the Anthropologic...mentioning

confidence: 99%

Didactic Praxeologies Employed by Mathematics Teachers in Teaching the Inverse Function

GÖK,

ERDOĞAN

2023

Journal of Computer and Education Research

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This study investigates the praxeologies teachers use about the inverse function in the teaching process when the curriculum is changed. A case study, one of the qualitative research methods, was used in the study. The participants of the study were three experienced mathematics teachers. The data were collected by recording the teaching process of the teachers with a video camera and a voice recorder. The praxeological analysis method of the Anthropological Theory of Didactics (ATD) was used in the data analysis. The findings of the study show that teachers use two different praxeologies in the inverse function. The first one is praxeology based on informal mapping with the effect of the dominant definition of the concept of function in the curriculum, and this praxeology was used to introduce the concept of inverse function. The other praxeology, which shows the monoid structure more clearly, emerged due to both a necessity and the necessity to exhibit an approach appropriate to the curriculum in more complex tasks and was shaped as a mixed praxeology. It was determined that teachers did not structure both praxeologies well and made sudden transitions from one praxeology to another.

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On the relationship between school mathematics and university mathematics: a comparison of three approaches

Scheiner

Bosch

2023

ZDM Mathematics Education

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This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint; (b) Shulman’s transformation of disciplinary subject matter into subject matter for teaching; and (c) Chevallard’s didactic transposition of scholarly knowledge into knowledge to be taught. Similarities and contrasts between these three approaches are discussed in terms of how they frame the relationship between the academic discipline and the school subject, and to what extent they problematise the reliance and bias towards the academic discipline. The institutional position implicit in the three approaches is then examined in order to open up new ways of thinking about the relationship between school mathematics and university mathematics.

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Institutional Transitions in University Mathematics Education

Cited by 3 publications

References 5 publications

Mathematics in a Japanese overseas school: Connecting classroom study and curriculum

Mathematics in a Japanese overseas school: Connecting classroom study and curriculum

Didactic Praxeologies Employed by Mathematics Teachers in Teaching the Inverse Function

On the relationship between school mathematics and university mathematics: a comparison of three approaches

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