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Discursive practices of two university teachers on the concept of 'linear transformation'
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
2011 (English)In: 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, 313-320 p.Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Ankara: PME , 2011. 313-320 p.
Keyword [en]
mathematics education, function concept, university mathematics, teaching, discursive theory, commognition
Identifiers
URN: urn:nbn:se:hig:diva-10017ISBN: 978-975-429-262-6 (print)ISBN: 978-975-429-298-5 (print)OAI: oai:DiVA.org:hig-10017DiVA: diva2:438673
Conference
PME 35, Ankara, Turkey, July 10-15, 2011
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2011-09-20Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf