Secondary-to-tertiary comparison through the lens of ways of doing mathematics in relation to functions: a study in collaboration with teachers

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• 作者：Claudia Corriveau
• 关键词：Secondary ; to ; tertiary transition ; Mathematics culture ; Ways of doing mathematics ; Ethnomethodology ; Mathematical ethnomethod ; Functions
• 刊名：Educational Studies in Mathematics
• 出版年：2017
• 出版时间：February 2017
• 年：2017
• 卷：94
• 期：2
• 页码：139-160
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Mathematics Education; Mathematics, general;
• 出版者：Springer Netherlands
• ISSN：1573-0816
• 卷排序：94

文摘

This article addresses the issue of transition from secondary to post-secondary education through collaborative research with teachers from both levels. It takes into account implicit elements in this transition. Research on the transition in mathematics education tends to focus more on the tertiary level, studying difficulties encountered by students or comparing curricula, tasks, and textbooks highlighting disruptions or cultural shifts. However, according to Hall (1959), and Artigue (2004) in a mathematical context, it is the implicit “ways of doing” that lead to the greatest cultural differences. In this article, attention is paid to the particular ways in which teachers’ ways of doing mathematics impact the transition. Ethnomethodology (Garfinkel, 1967) and its central concept of ethnomethods are used as the theoretical framework to conceptualize these ways of doing mathematics. A breaching situation presented to a group of secondary- and tertiary-level teachers engaged in collaborative research (Desgagné et al., 2001) brings to light familiar ways of doing mathematics. Our analysis focuses specifically on a comparison of the ways of doing mathematics related to functions at each level.