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Mathematics in engineering programs: what teachers with different academic and professional backgrounds bring to the table. An institutional analysis
Research in Mathematics Education Pub Date : 2019-10-22 , DOI: 10.1080/14794802.2019.1663255
Alejandro S. González-Martín 1 , Gisela Hernandes-Gomes 1
Affiliation  

ABSTRACT In this paper, we examine how differences in the academic and professional backgrounds of engineering teachers shape their personal relationship to the use of mathematics in engineering practices, and whether these differences affect some of their practices. The analyses herein are based on an institutional perspective and employ Chevallard's anthropological theory of the didactic (ATD). We interviewed two teachers in an engineering programme to identify specific elements of their practice that could be attributable to the mobilisation of knowledge and skills derived from their distinct academic backgrounds and experience. The results indicate that the teachers mobilise different tasks, techniques, and technologies in many of their practices, and that they take different approaches to using mathematics and applying rigour.

中文翻译:

工程项目中的数学:具有不同学术和专业背景的教师带来了什么。制度分析

摘要 在本文中,我们研究了工程教师学术和专业背景的差异如何塑造他们与工程实践中使用数学的个人关系,以及这些差异是否影响他们的某些实践。此处的分析基于制度观点,并采用 Chevallard 的人类学教学理论 (ATD)。我们采访了工程项目中的两位教师,以确定他们实践中的具体要素,这些要素可归因于调动源自他们不同学术背景和经验的知识和技能。结果表明,教师在许多实践中运用了不同的任务、技巧和技术,并且他们采用不同的方法来使用数学和应用严谨性。
更新日期:2019-10-22
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