From an analysis of content to an analysis of ordinary lecturing practices: A case-study in mathematical analysis
Résumé
This paper bears on teaching practices in lecture courses on analysis in the first year of tertiary education. This case-study shows how the knowledge accumulated by the didactical community on the challenges in the teaching of a specific notion – the formal definition of limits of sequences – allows for a fine-grained analysis of teachers' practices. On the basis of this knowledge, three lecture courses were analysed and compared. Post-teaching interviews were used to test our hypotheses as to the didactical knowledge, choices and repertoires of the lecturers. This progress reports aims to sketch the research rationale and to discuss a small sample of results.
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