Understanding how students learn programming for mathematical inquiry at university: Schemes and social-individual dialectics
Résumé
The instrumental approach, and in particular the concept of scheme, can contribute to our understanding of how students learn programming for mathematical inquiry at university. While most studies consider only individual schemes, in this paper we propose to investigate schemes' social aspects, focusing on the scheme of "Validating the programmed mathematics". Through a questionnaire conducted with students over 2 years, and interview data, we identify shared rules-ofaction developing over time. Deepening the analysis for the case of two contrasted students, we observe that common rules-of-action can be associated with different theorems-inaction .
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