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Teaching Mathematics to Non-mathematicians : What Can We Learn from Research on Teaching Mathematicians ?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Nardi, Elena |
| Copyright Year | 2016 |
| Abstract | In this paper I introduce plans for a study of university lecturers’ perspectives and practices with regard to teaching mathematics to non-mathematics specialists. Theoretically and methodologically the study takes cue from previous studies of university mathematicians’ pedagogical and epistemological perspectives and zooms in on issues that are particularly pertinent to the teaching of mathematics to non-specialists, such as: the double discontinuity between school, university and workplace mathematics; the challenges of teaching mathematical modelling at school and university levels; affect; distance from last time mathematics was studied; and, embeddedness of mathematics into other disciplines. Here I discuss the non-deficit, non-prescriptive, context-specific, examplecentred and mathematically-focused research design of the study which I, and my collaborators, intend to deploy as a vehicle for the rapprochement of diverse, and often diverging, communities in university mathematics. The context and examples of the discussion are drawn from recent initiatives taken by the research groups in the institutions involved in the study. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://archive.uea.ac.uk/~m011/ICME13TSG2Paper(Nardi)270716.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
