Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 490-518 |
| Seitenumfang | 29 |
| Fachzeitschrift | International Journal of Research in Undergraduate Mathematics Education |
| Jahrgang | 7 |
| Ausgabenummer | 3 |
| Frühes Online-Datum | 20 Mai 2021 |
| Publikationsstatus | Veröffentlicht - Okt. 2021 |
Abstract
This paper investigates the phenomenon of compartmentalisation of knowledge in the teaching and learning of continuous probability distributions and integral calculus at the secondary-tertiary transition in France. Using the Anthropological Theory of the Didactic (ATD), and in particular the key notion of praxeology, we investigate in which sense those two sectors may be described as compartmentalised in current textbooks. We then study, by means of a questionnaire, the educational effects of the compartmentalisation: do students’ difficulties in completing “bridging tasks” (tasks that require to relate the two sectors) reflect the partial disconnections revealed by the praxeological analyses? The key notion of ostensive, combined with the role played by the technology in the sense of ATD, is used to interpret the data. Altogether, this study sheds light on the deficit of cognitive flexibility required to change mathematical sectors, which is understood as a result of deficient praxeologies developed within the institutions.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Mathematik (insg.)
- Mathematik (sonstige)
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in: International Journal of Research in Undergraduate Mathematics Education, Jahrgang 7, Nr. 3, 10.2021, S. 490-518.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Compartmentalisation of Mathematical Sectors
T2 - The Case of Continuous Probability Distributions and Integrals
AU - Hausberger, Thomas
AU - Derouet, Charlotte
AU - Hochmuth, Reinhard
AU - Planchon, Gaetan
N1 - Funding Information: This research grew out of a project initiated within a thematic working group of the CNRS4 consortium DEMIPS5 that federates university mathematics education research in France.
PY - 2021/10
Y1 - 2021/10
N2 - This paper investigates the phenomenon of compartmentalisation of knowledge in the teaching and learning of continuous probability distributions and integral calculus at the secondary-tertiary transition in France. Using the Anthropological Theory of the Didactic (ATD), and in particular the key notion of praxeology, we investigate in which sense those two sectors may be described as compartmentalised in current textbooks. We then study, by means of a questionnaire, the educational effects of the compartmentalisation: do students’ difficulties in completing “bridging tasks” (tasks that require to relate the two sectors) reflect the partial disconnections revealed by the praxeological analyses? The key notion of ostensive, combined with the role played by the technology in the sense of ATD, is used to interpret the data. Altogether, this study sheds light on the deficit of cognitive flexibility required to change mathematical sectors, which is understood as a result of deficient praxeologies developed within the institutions.
AB - This paper investigates the phenomenon of compartmentalisation of knowledge in the teaching and learning of continuous probability distributions and integral calculus at the secondary-tertiary transition in France. Using the Anthropological Theory of the Didactic (ATD), and in particular the key notion of praxeology, we investigate in which sense those two sectors may be described as compartmentalised in current textbooks. We then study, by means of a questionnaire, the educational effects of the compartmentalisation: do students’ difficulties in completing “bridging tasks” (tasks that require to relate the two sectors) reflect the partial disconnections revealed by the praxeological analyses? The key notion of ostensive, combined with the role played by the technology in the sense of ATD, is used to interpret the data. Altogether, this study sheds light on the deficit of cognitive flexibility required to change mathematical sectors, which is understood as a result of deficient praxeologies developed within the institutions.
KW - Anthropological theory of the didactic
KW - Compartmentalisation of knowledge
KW - Continuous probability distributions
KW - Integral calculus
KW - Secondary-tertiary transition
UR - http://www.scopus.com/inward/record.url?scp=85116055887&partnerID=8YFLogxK
U2 - 10.1007/s40753-021-00143-y
DO - 10.1007/s40753-021-00143-y
M3 - Article
AN - SCOPUS:85116055887
VL - 7
SP - 490
EP - 518
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 3
ER -