The external didactic transposition of mathematics at university level: dilemmas and challenges
Tipo de documento
Autores
Lista de autores
Bosch, Marianna
Resumen
Nous développons l’idée que la recherche en didactique des mathématiques au niveau universitaire devrait étudier d’une manière plus systématique la transposition didactique externe. Après avoir présenté sommairement la recherche qui semble aller dans cette direction, nous commentons pourquoi et comment cette ligne pourrait se poursuivre dans la recherche en TAD sur l’enseignement universitaire.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Análisis didáctico | Otro (enseñanza) | Otro (fundamentos) | Otro (investigación) | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
Barquero, B., Bosch, M. and Gascón, J. The ecological dimension in the teaching of mathematical modelling at university. Recherches en Didactique des Mathématiques 33, p. 307–338, 2013. Bosch, M. and Winsløw, C. Linking problem solving and mathematical contents: the challenge of sustainable study and research processes. Recherches en Didactique des Mathématiques 35 (3), p. 357-401, 2016. Burton, L. Mathematicians as Enquirers: Learning about Learning Mathematics. Dordrecht: Kluwer, 2004. Chevallard, Y. La Transposition didactique : du savoir savant au savoir enseigné (2nd. Édition). Grenoble: La Pensée Sauvage, 1991. Chevallard, Y. Organiser l’étude 3. Écologie & régulation. In: Actes de la 11e école de didactique des mathématiques. Grenoble: La Pensée Sauvage, 2002. Dorier, J. L. (Ed.) On the teaching of linear algebra. Dordrecht: Kluwer, 2000. Ganter, S. (Ed.). Calculus renewal: issues for undergraduate mathematics education in the next decade. New York: Kluwer, 2000. Huntington, H. A historical analysis of the mathematics major requirements at six colleges in the United States from 1905 to 2005. Ph.D.-thesis, University of Columbia, 2015. https://academiccommons.columbia.edu/catalog/ac:187818 Klein, F. Elementary Mathematics from a higher standpoint, vol. 3: Precision mathematics and approximation mathematics. Berlin: Springer, 1908/2016. Lavicza, Z. Factors Influencing the Integration of Computer Algebra Systems into University-Level Mathematics Education. International Journal for Technology in Mathematics Education, 14(3), p. 121-129, 2007. Madsen, L. and Winsløw, C. Relations between teaching and research in physical geography and mathematics at research-intensive universities. International Journal of Science and Mathematics Education 7, p. 741-763, 2009. Niss, M. and Højgaard, T. Mathematical competencies in mathematics education. Springer, in press. Petosz, P. and Reid, A. Rethinking the tertiary mathematics curriculum, Cambridge Journal of Education, 35(1), p. 89-106, 2005. Robert, A. and Speer, N. Research on the teaching and learning of Calculus/elementary Analysis. In: The teaching and learning of mathematics at university level, an ICMI study, Springer, p. 283-299, 2001. Tucker, A. The History of the Undergraduate Program in Mathematics in the United States. The American Mathematical Monthly 120 (8), p. 689-705, 2013. Tuning Project (2007). Tuning educational structures in Europe: reference points for the design and delivery of degree programmes in mathematics, 2007. http://www.unideusto.org/tuningeu/images/stories/key_documents/tuningmathematicsfinal.pdf Verret, M. (1975). Le temps des études. Paris: Honoré Champion, 1975. Winsløw, C. Mathematical analysis in high school: a fundamental dilemma. In: Refractions of Mathematics Education: Festschrift for Eva Jablonka, Charlotte, NC: Information Age Publ, p. 197-213, 2015. Winsløw, C., Gueudet, G., Hochmut, R. and Nardi, E. Research on university mathematics education. In: Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe. London: Routledge, to appear.