Teacher management of learning calculus: The case of sequences in the first year of university mathematics studies
Résumé
In this paper, I present my methodological tool for analyzing regular mathematics courses on calculus and an application of this tool in the transition from secondary school to university. The tool is based upon the Theory of Didactic Situations (TDS), and especially on the constructs of the “didactic contract” and the “milieu”. The data are taken from the transcription of a regular lesson on sequence convergence which took place during a first year university course. The aim is to investigate in what ways university calculus teachers attend to students’ prior knowledge in their teaching. The results are not surprising but the used tool does suggest a method of analyzing university teaching and its affordances or limitations for bridging the gap between secondary school and university.
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