Analogical transitions between teachers' mathematical knowledge: the category theory as a frame
Résumé
Studying analogies among the teachers' mathematical knowledge between high school and university remains a challenging research issue. This paper reports on a research that deploys Vergnaud' theory of human activity along with the category theory to collect and analyze data related to high school and university teachers' activity of producing mathematical statements in classroom. The major result involves the systematic organization of potential analogical transitions involving teachers' knowledge and their meaning across the two levels.
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