A General Scheme for a Heterogeneous Manifold of Transitions<br>Un schéma général pour un ensemble hétérogène de transitions
DOI:
https://doi.org/10.23925/1983-3156.2020v22i4p343-349Palavras-chave:
ATD, categorization of praxeologies, mathematic students, mathematics in engineeringResumo
Abstract
A general praxeological scheme is applied to express relations between praxeological blocks depending on the goal of the analysis and the specific institutional setting within which a mathematical praxeology is considered. Besides its heuristic function, the scheme provides a framework for context dependent categorizations of praxeologies. The poster exemplarily illustrates the application of the scheme to two different contexts: measures supporting students in their first year of study; the use of mathematics in engineering sciences.
Keywords: ATD; categorization of praxeologies; mathematic students; mathematics in engineering
Résumé
Un schéma praxéologique général est utilisé pour décrire les relations entre des blocs praxéologiques en fonction de l’objectif de l’analyse et de l’environnement institutionnel dans lequel on considère les praxéologies mathématiques. À côté de cette fonction heuristique, le schéma propose un cadre pour la catégorisation des praxéologies à partir de deux contextes différents : des mesures de support pour les étudiants universitaires de première année, l’utilisation des mathématiques dans les sciences de l’ingénieur.
Mots-clés : TAD, Catégorisation des praxéologies; Étudiants en mathématiques; Mathématiques en ingénierie
Metrics
Referências
Biehler, R., & Hochmuth, R. (2017). Relating different mathematical praxeologies as a challenge for designing mathematical content for bridging courses. In Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings. Khdm-Report 17-05 (pp. 14-20). Kassel: Universität Kassel.
Chevallard, Y. (1991). La transposition didactique. Du savoir savant au savoir enseigné, 2nd edition. Grenoble: La Pensée Sauvage.
Chevallard, Y. (1992). Fundamental concepts in didactics: Perspectives provided by an anthropological approach. Recherches en didactique des mathématiques, Selected Papers. La Pensée Sauvage, Grenoble, 131–167.
Chevallard, Y. (1999). L'analyse des practiques enseignantes en théorie anthropologique du didactique. Recherches en didactique des mathématiques 19(2), 221–266.
Colberg, C., Biehler, R., Hochmuth, R., Schaper, N., Liebendörfer, M., & Schürmann, M. (2016). Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathematikbezogenes Lernen in der Studieneingangsphase. In Beiträge zum Mathematikunterricht 2016 (pp. 213–216). Heidelberg: WTM-Verlag für wissenschaftliche Texte und Medien.
Hochmuth, R., & Schreiber, S. (2015). Conceptualizing Societal Aspects of Mathematics in Signal Analysis. In S. Mukhopadhyay & B. Geer (Eds.), Proceedings of the Eight International Mathematics Education and Society Conference (Vol. 2, pp. 610–622). Portland: Ooligan Press.
Holzkamp, K. (1985). Grundlegung der Psychologie. Frankfurt/Main: Campus.
Holzkamp, K. (1993). Lernen : Subjektwissenschaftliche Grundlegung. Frankfurt/Main: Campus
Liebendörfer, M., Hochmuth, R., Biehler, R., Schaper, N., Kuklinski, C., Khellaf, S., Colberg, C., Schürmann, M., & Rothe, L. (in press). A framework for goal dimensions of mathematics learning support in universities. To appear in Proceedings of CERME 10.
Peters, J., Hochmuth, R., & Schreiber, S. (2017). Applying an extended praxeological ATD-Model for analyzing different mathematical discourses in higher engineering courses. In Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings. khdm-Report 17-05 (pp. 172-178). Kassel: Universität Kassel.
Tolman, C. W. (1991). Critical Psychology: An Overview. In C. W. Tolman & W. Maiers (Eds.), Critical Psychology: Contributions to an historical science of the subject (pp. 1–22). Cambridge: Cambridge University Press.
Winsløw, C., Barquero, B., Vleeschouwer, M. de, & Hardy, N. (2014). An institutional approach to university mathematics education: from dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95–111.
Winsløw, C., & Grønbæk, N. (2014). Klein's double discontinuity revisited: contemporary challenges for universities preparing teachers to teach calculus. Recherches en didactique des mathématiques, 34(1), 59-86.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Autores que publicam nesta revista concordam com os seguintes termos:- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
