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Chapitre D'ouvrage Année : 2022

Mathematics in the Training of Engineers: Contributions of the Anthropological Theory of the Didactic

Alejandro González-Martín
  • Fonction : Auteur
Berta Barquero
  • Fonction : Auteur

Résumé

In recent years, there has been a considerable increase in the number of studies examining the role of mathematics courses in engineering students’ education. Researchers have identified some important differences between the way mathematics is taught to engineering students and how engineers actually use mathematics in the workplace. In this chapter, we present tools provided by the anthropological theory of the didactic (ATD), which offers a useful framework for investigating issues related to the role and use of mathematics in engineering courses, as well as for designing innovations in mathematics and engineering courses. Using examples, we demonstrate how praxeological analyses can uncover differences in the way mathematical tools are used in mathematics courses and engineering courses. We also provide examples of implementation of study and research paths (SRPs) aimed at reducing the gap between educational and professional practices with respect to mathematics for engineers.
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Dates et versions

hal-03935947 , version 1 (12-01-2023)

Identifiants

Citer

Alejandro González-Martín, Berta Barquero, Ghislaine Gueudet. Mathematics in the Training of Engineers: Contributions of the Anthropological Theory of the Didactic. Practice-Oriented Research in Tertiary Mathematics Education, Springer International Publishing, pp.559-579, 2022, Advances in Mathematics Education, ⟨10.1007/978-3-031-14175-1_27⟩. ⟨hal-03935947⟩
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