NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091420
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1479-4802
Commognitive Analyses of the Learning and Teaching of Mathematics at University Level: The Case of Discursive Shifts in the Study of Calculus
Nardi, Elena; Ryve, Andreas; Stadler, Erika; Viirman, Olov
Research in Mathematics Education, v16 n2 p182-198 2014
In this paper we outline the main tenets of the commognitive approach and we exemplify its application in studies that investigate the learning and teaching of mathematics at university level. Following an overview of such applications, we focus on three studies that explore fundamental discursive shifts often occurring in the early stages of studying Calculus. These shifts concern the lecturers' and students' communicative practices, routines of constructing mathematical objects and ways of resolving commognitive conflicts. We then propose that commognitive constructs such as subjectification can be deployed towards "scaling-up" the hitherto fine-grained focus of commognitive analyses. Finally, we conclude with observing how the commognitive approach relates to constructs from other sociocultural approaches to research in university mathematics education, such as "legitimate peripheral participation" from the theory of Communities of Practice and "didactic contract" from the Theory of Didactic Situations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A