From Mathematics to Mathematics Education: triggering and assessing mathematics students' mathematical and pedagogical discourses
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12 septembre 2020
- handle: 10670/1.8ic3ga
- hal: hal-03113969
info:eu-repo/semantics/OpenAccess
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Novel approaches to teaching teachers' and students' practices at university level mathematical discourse mathematics education discourse MathTASK.Sujets proches
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Irene Biza et al., « From Mathematics to Mathematics Education: triggering and assessing mathematics students' mathematical and pedagogical discourses », HAL-SHS : sciences de l'éducation, ID : 10670/1.8ic3ga
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In this paper, we present examples of activities and their assessment frame for mathematics undergraduate students' introduction to mathematics education research. The activities are inspired by studies that have identified and addressed differences between discursive practices in mathematics and in mathematics education. The proposed set of activities uses task design principles that contextualise mathematical content and the use of mathematics education theory to specific learning situations. Students' responses to these activities are assessed in relation to: clarity; coherence; consistency; specificity; use of terms and constructs from mathematics education theory; and, use of terms and processes from mathematical theory. We exemplify the application of these activities through responses from one student.