Challenging the mathematician’s ‘ultimate substantiator’ role in a low lecture innovation

Elena Nardi, Bill Barton

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Abstract

In this paper we draw on our experiences as member of the International Advisory Board and principal investigator of a research project on undergraduate mathematics teaching and learning to comment on the study of university mathematics as a process of enculturation into new mathematical practices and new ways of constructing and conveying mathematical meaning. We see this enculturation as the adaptation of different ways to act and communicate mathematically. We take a discursive perspective and we treat the changes to the mathematical and pedagogical perspectives of those who act – students and lecturers – as discursive shifts (Sfard, 2008). Our particular focus is on the shifts concerning the ‘ultimate substantiator’ role typically attributed to the lecturer.
Original languageEnglish
Title of host publicationProceedings of the 9th Conference of European Researchers in Mathematics Education
PublisherCERME
Publication statusPublished - 2015
Event9th Conference of European Researchers in Mathematics Education - Charles University, Prague, Czech Republic
Duration: 4 Feb 20158 Feb 2015

Conference

Conference9th Conference of European Researchers in Mathematics Education
CountryCzech Republic
CityPrague
Period4/02/158/02/15

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