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Discursive practices of two university teachers on the concept of 'linear transformation'
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0002-4909-1914
2011 (engelsk)Inngår i: Developing Mathematical Thinking: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 / [ed] Behiye Ubuz, Ankara: PME , 2011, s. 313-320Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports on an ongoing study focusing on the teaching of functions in undergraduate courses in mathematics at three Swedish universities. In this paper two excerpts of lectures on linear transformations are analysed, using commognitive theory. The two teachers' discursive uses of the terms 'linearity' and 'linear transformation' are described, and potential consequences for student learning are presented. One lecture displays a strong mathematical content while lacking contextualization, while the other is well grounded in everyday experience, but with a lack of attention to mathematical detail potentially detrimental to student learning.

sted, utgiver, år, opplag, sider
Ankara: PME , 2011. s. 313-320
Emneord [en]
mathematics education, function concept, university mathematics, teaching, discursive theory, commognition
Identifikatorer
URN: urn:nbn:se:hig:diva-10017ISBN: 978-975-429-262-6 (tryckt)ISBN: 978-975-429-298-5 (tryckt)OAI: oai:DiVA.org:hig-10017DiVA, id: diva2:438673
Konferanse
PME 35, Ankara, Turkey, July 10-15, 2011
Tilgjengelig fra: 2011-09-05 Laget: 2011-09-05 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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