NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1450600
Record Type: Journal
Publication Date: 2024-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: EISSN-1863-9704
How Can University Mathematics Overcome Klein's Second Discontinuity? Specific Course Design
Nicolas Grenier-Boley; Aline Robert
ZDM: Mathematics Education, v56 n7 p1459-1471 2024
In this paper, we consider the design of capstone courses to prepare university students for secondary school teaching professions in initial training. Our aim is to prepare prospective teachers to develop an approach for doing mathematics which they then impart to their pupils. This posture involves systematically questioning the mathematical work carried out, developing and clarifying general methods, and identifying links between the various aspects of the knowledge involved. This is not a research article as such, but presents a set of reflections and proposals in mathematics didactics. After summarising previous works on Klein's second discontinuity, we specify our aim in terms of the type of mathematical work to be conducted with students and their future pupils before summarizing our theoretical background on learning, practice and training. We then present various axes based on the hypotheses we have adopted regarding our objectives, meaningful representations of mathematics, and discourses fostering subsequent reinvestment. We outline a capstone course dedicated to Arithmetic for prospective French teachers following these principles. The conclusion sets out a discussion on further perspectives.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A