id: 06503232
dt: j
an: 2015f.00242
au: Treffert-Thomas, Stephanie
ti: Conceptualising a university teaching practice in an activity theory
perspective.
so: Nord. Mat.didakt. 20, No. 2, 53-77 (2015).
py: 2015
pu: Nationellt Centrum för Matematikutbildning (NCM), Göteborgs Universitet,
Göteborg
la: EN
cc: C75 D35 H65
ut: teaching practice; undergraduate mathematics; activity theory; linear
algebra; educational goals
ci:
li:
ab: Summary: I present a theorisation of a university mathematics teaching
practice, based on a research study into the teaching of linear algebra
in a first year mathematics undergraduate course. The research was
largely qualitative and consisted of data collected in interviews with
the lecturer and in observations of his lectures. Using {\it A. N.
Leontiev}’s [“The problem of activity in psychology", in: The
concept of activity in Soviet psychology. Armonk, NY: M. E. Sharpe.
37‒71 (1981)] activity theory framework I categorised the teaching of
linear algebra on three levels: activity-motive, actions-goals and
operations-conditions. Each level of analysis provided insights into
the lecturer’s teaching approach, his motivation, his intentions and
his strategies in relation to his teaching. I developed a model of the
teaching process that relates goals as expressed by the lecturer in
interviews to the strategies that he designed for his teaching.
rv: