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ERIC Number: EJ1125206
Record Type: Journal
Publication Date: 2017-Feb
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0013-1954
Secondary-to-Tertiary Comparison through the Lens of Ways of Doing Mathematics in Relation to Functions: A Study in Collaboration with Teachers
Corriveau, Claudia
Educational Studies in Mathematics, v94 n2 p139-160 Feb 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A