Hardy, Nadia (2009) Students’ perceptions of institutional practices: the case of limits of functions in college level Calculus courses. Educational Studies in Mathematics, 72 (3). pp. 341-358.
|PDF (Educational Studies in Mathematics, 72(3), 2009.) - Published Version|
Official URL: http://dx.doi.org/10.1007/s10649-009-9199-8
This paper presents a study of instructors’ and students’ perceptions of the knowledge to be learned about limits of functions in a college level Calculus course, taught in a North American college institution. I modeled these perceptions using a theoretical framework which combines elements of the Anthropological Theory of the Didactic, developed in mathematics education, with a framework for the study of institutions developed in political science. While a model of the instructors’ perceptions could be formulated mostly in mathematical terms, a model of the students’ perceptions included an eclectic mixture of mathematical, social, cognitive and didactic norms. I describe the models and illustrate them with examples from the empirical data on which they have been built.
|Divisions:||Concordia University > Faculty of Arts and Science > Mathematics and Statistics|
|Journal or Publication:||Educational Studies in Mathematics|
|Keywords:||Institution, Calculus, Limits, Anthropological Theory of the Didactic, Praxeology, Institutional Theory|
|Deposited By:||NADIA HARDY|
|Deposited On:||09 Nov 2011 16:32|
|Last Modified:||10 Nov 2011 01:38|
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