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ERIC Number: EJ1255446
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
EISSN: N/A
Mathematics in Engineering Programs: What Teachers with Different Academic and Professional Backgrounds Bring to the Table. An Institutional Analysis
González-Martín, Alejandro S.; Hernandes-Gomes, Gisela
Research in Mathematics Education, v22 n1 p67-86 2020
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A