id: 06639319
dt: j
an: 2016f.00428
au: Montoya Delgadillo, Elizabeth; Vivier, Laurent
ti: Mathematical working space and paradigms as an analysis tool for the
teaching and learning of analysis.
so: ZDM, Math. Educ. 48, No. 6, 739-754 (2016); erratum ibid. 48, No. 6, 755
(2016).
py: 2016
pu: Springer, Berlin/Heidelberg
la: EN
cc: D20 C70 I10
ut: analysis; mathematical working space; paradigms; perspectives
ci:
li: doi:10.1007/s11858-016-0777-9
ab: Summary: Mathematical working space (MWS) is a model that is used in
research in mathematics education, particularly in the field of
geometry. Some MWS elements are independent of the field while other
elements must be adapted to the field in question. In this paper, we
develop the MWS model for the field of analysis with an identification
of paradigms. We show the advantages of this MWS model, which takes
into account the epistemological and cognitive aspects of mathematical
work, and more specifically the semiotic, instrumental and discursive
geneses, by making them function as one system. By using examples and
data from three countries, we illustrate how this model can be used to
perform a priori analyses and analyses of class situations and
individual student work.
rv: