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Discourses of functions: University mathematics teaching through a commognitive lens
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.ORCID iD: 0000-0002-4909-1914
2011 (English)In: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education / [ed] Marta Pytlak, Tim Rowland, Ewa Swoboda, Rzeszow, Poland, 2011, p. 2103-2112Conference 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 excerpts from the lectures of three teachers at one university are analysed, using commognitive theory. Characteristic features of the teachers’ discourses about functions are presented. Definitions are found to be the central type of narrative, while theorems and proofs are largely absent, despite the fact that the teaching is of a traditional type, often connected to the “definition-theorem-proof” format. Three main categories of routines are found: substantiation, construction and motivation routines. It is also seen that the teachers are more concerned with questions of “why” to do things than “when” to do them. 

Place, publisher, year, edition, pages
Rzeszow, Poland, 2011. p. 2103-2112
Keywords [en]
mathematics education, function concept, university mathematics, teaching, discursive theory, commognition
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-10021ISBN: 978-83-7338-683-9 (print)OAI: oai:DiVA.org:hig-10021DiVA, id: diva2:438682
Conference
Cerme 7, 9-13 Feb. 2011, University of Rzeszow, Poland
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2018-03-13Bibliographically approved

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Viirman, Olov

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  • nn-NB
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  • Other locale
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