Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) |
| Herausgeber/-innen | P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, E. Kónya |
| Erscheinungsort | Budapest |
| Publikationsstatus | Veröffentlicht - 2023 |
Abstract
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Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Hrsg. / P. Drijvers; C. Csapodi; H. Palmér; K. Gosztonyi; E. Kónya. Budapest, 2023.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Thoughts on Different Types of Mathematical Enculturation at the Secondary-Tertiary-Transition
AU - Günther, Lukas Maximilian
AU - Hochmuth, Reinhard
N1 - Funding Information: The work is funded by the Ministry of Science and Culture of Lower Saxony, Germany, within the Ph.D. program “LernMINT: Data-assisted teaching in the MINT subjects”.
PY - 2023
Y1 - 2023
N2 - In this paper, different courses of mathematical enculturation during the transition from school- to university-level mathematics are identified and illustrated. To achieve this, we reinterpret mathematical enculturation within a socio-cultural perspective of mathematics, viewing the learning of mathematics as a process of transformative education. We consider experiences of foreignness and crisis that arise due to cultural differences between educational institutions during the secondary- tertiary transition. On this basis, different responses to these experiences can be distinguished: (a) rejective, (b) assimilative or (c) productive.
AB - In this paper, different courses of mathematical enculturation during the transition from school- to university-level mathematics are identified and illustrated. To achieve this, we reinterpret mathematical enculturation within a socio-cultural perspective of mathematics, viewing the learning of mathematics as a process of transformative education. We consider experiences of foreignness and crisis that arise due to cultural differences between educational institutions during the secondary- tertiary transition. On this basis, different responses to these experiences can be distinguished: (a) rejective, (b) assimilative or (c) productive.
M3 - Conference contribution
BT - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
A2 - Drijvers, P.
A2 - Csapodi, C.
A2 - Palmér, H.
A2 - Gosztonyi, K.
A2 - Kónya, E.
CY - Budapest
ER -