Details
| Original language | English |
|---|---|
| Pages (from-to) | 235-260 |
| Number of pages | 26 |
| Journal | International Journal of Research in Undergraduate Mathematics Education |
| Volume | 7 |
| Issue number | 2 |
| Early online date | 18 May 2021 |
| Publication status | Published - Jul 2021 |
Abstract
The contribution aims at subject-specific analyses of student solutions of an exercise from an electrical engineering signal theory course. The basis for the analyses is provided by praxeological studies (in the sense of the Anthropological Theory of Didactics) and the identification of two institutional mathematical discourses, one related to higher mathematics for engineers and one related to electrical engineering. Regarding the relationship between institutional observations and analyses of students’ solutions, we refer, among others, to Weber’s (1904) concept of ideal types. In the subject-specific analyses of student solutions we address in particular transitions and interrelations within single processing steps that refer to the two mathematical discourses and different forms of embedding of mathematics into the electrical engineering context. Finally, we present a few ideas for teaching.
Keywords
- Anthropological theory of the didactic, Ideal typical discourses, Institutions, Mathematical practices, Student solutions
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Mathematics(all)
- Mathematics (miscellaneous)
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In: International Journal of Research in Undergraduate Mathematics Education, Vol. 7, No. 2, 07.2021, p. 235-260.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - On the Analysis of Mathematical Practices in Signal Theory Courses
AU - Hochmuth, Reinhard
AU - Peters, Jana
PY - 2021/7
Y1 - 2021/7
N2 - The contribution aims at subject-specific analyses of student solutions of an exercise from an electrical engineering signal theory course. The basis for the analyses is provided by praxeological studies (in the sense of the Anthropological Theory of Didactics) and the identification of two institutional mathematical discourses, one related to higher mathematics for engineers and one related to electrical engineering. Regarding the relationship between institutional observations and analyses of students’ solutions, we refer, among others, to Weber’s (1904) concept of ideal types. In the subject-specific analyses of student solutions we address in particular transitions and interrelations within single processing steps that refer to the two mathematical discourses and different forms of embedding of mathematics into the electrical engineering context. Finally, we present a few ideas for teaching.
AB - The contribution aims at subject-specific analyses of student solutions of an exercise from an electrical engineering signal theory course. The basis for the analyses is provided by praxeological studies (in the sense of the Anthropological Theory of Didactics) and the identification of two institutional mathematical discourses, one related to higher mathematics for engineers and one related to electrical engineering. Regarding the relationship between institutional observations and analyses of students’ solutions, we refer, among others, to Weber’s (1904) concept of ideal types. In the subject-specific analyses of student solutions we address in particular transitions and interrelations within single processing steps that refer to the two mathematical discourses and different forms of embedding of mathematics into the electrical engineering context. Finally, we present a few ideas for teaching.
KW - Anthropological theory of the didactic
KW - Ideal typical discourses
KW - Institutions
KW - Mathematical practices
KW - Student solutions
UR - http://www.scopus.com/inward/record.url?scp=85108781989&partnerID=8YFLogxK
U2 - 10.1007/s40753-021-00138-9
DO - 10.1007/s40753-021-00138-9
M3 - Article
AN - SCOPUS:85108781989
VL - 7
SP - 235
EP - 260
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 2
ER -