id: 05713919
dt: j
an: 2010c.00266
au: Castela, Corine
ti: An anthropological approach to a transitional issue: Analysis of the
autonomy required from mathematics students in the French lycee.
so: Nord. Mat.didakt. 14, No. 2, 5-27 (2009).
py: 2009
pu: Nationellt Centrum för Matematikutbildning (NCM), Göteborgs Universitet,
Göteborg
la: EN
cc: D70 C70 C60 D20
ut: learning problems; educational diagnosis; understanding; learning
obstacles; didactics of mathematics; lower secondary; upper secondary;
changes in mathematics teaching; mathematical praxeologies; ways of
thinking; habits of mind; theory of mathematics education; research
ci:
li:
ab: Summary: This paper intends to contribute to the process of theoretical
networking within the mathematics education research community. Some
key elements of the Anthropological Theory of Didactics are recalled
and used to deal with the issue of French students\rq transitional
difficulties in mathematics between College (lower secondary school)
and Lycée (upper secondary school). The intention is showing how this
theoretical framework, in contrast with a theoretical framework of
Advanced Mathematical Thinking, provides tools to analyse the changes
between these two institutions and thus supports the following
assumption: An increasing autonomy as problem solvers as well as
mathematics learners is required from the upper secondary school
students. This hypothesis led to a clinical investigation on high
school students\rq homework. This paper addresses the hypothesis by
drawing on the case of three high-achieving students.
rv: