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Communication Dans Un Congrès Année : 2022

University students learning programming-based practices for mathematical inquiry: Contributions of an institutional approach

Laura Broley
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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.
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hal-03750578 , version 1 (12-08-2022)

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  • HAL Id : hal-03750578 , version 1

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Laura Broley, Chantal Buteau, Joyce Mgombelo. University students learning programming-based practices for mathematical inquiry: Contributions of an institutional approach. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03750578⟩

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