Mathematics in the Training of Engineers: Contributions of the Anthropological Theory of the Didactic
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2 janvier 2022
- ISIDORE Id: 10670/1.12cd00...
- hal: hal-03935947
- doi: 10.1007/978-3-031-14175-1_27
HALSHS : archive ouverte en Sciences de l’Homme et de la Société - notices sans texte intégral
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-031-14175-1_27
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Berta Barquero et al., « Mathematics in the Training of Engineers: Contributions of the Anthropological Theory of the Didactic », HALSHS : archive ouverte en Sciences de l’Homme et de la Société - notices sans texte intégral, ID : 10.1007/978-3-031-14175-1_27
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Résumé
In recent years, there has been a considerable increase in the number of studies examining the role of mathematics courses in engineering students’ education. Researchers have identified some important differences between the way mathematics is taught to engineering students and how engineers actually use mathematics in the workplace. In this chapter, we present tools provided by the anthropological theory of the didactic (ATD), which offers a useful framework for investigating issues related to the role and use of mathematics in engineering courses, as well as for designing innovations in mathematics and engineering courses. Using examples, we demonstrate how praxeological analyses can uncover differences in the way mathematical tools are used in mathematics courses and engineering courses. We also provide examples of implementation of study and research paths (SRPs) aimed at reducing the gap between educational and professional practices with respect to mathematics for engineers.
