University students learning programming-based practices for mathematical inquiry: Contributions of an institutional approach
Résumé
In mathematics education research, the use of different theoretical lenses can lead to a deeper understanding of phenomena such as the teaching and learning of programming for mathematical inquiry at university. In light of our past work leveraging the instrumental approach, this paper seeks to explore the potential contributions of a different lens: the Anthropological Theory of the Didactic (ATD). Through a comparative analysis of "practices to be learned" in a mathematical inquiry project and "practices actually learned" by one student, we demonstrate the usefulness of the ATD's notion of praxeology. The complementarity of the analysis with our past work calls for further reflection on the networking of institutional and instrumental approaches.
Domaines
Mathématiques [math]
Origine : Fichiers produits par l'(les) auteur(s)