Teaching mathematics in school and university: the case of a boundary crosser

J. Williams, P. Hernandez-Martinez, The Transmaths Team

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Teaching and learning at school and university can be quite different and this might present students with problems at the transition point. We analyse the case of Joanne, who teaches mathematics in both places. Her unusual case allowed us to see important institutional differences from the teacher’s point of view, that is from the perspective of a “boundary-crosser” practising in the two systems. We conclude that the institutional constraints, demands and expectations at school and university serve to shape the pedagogy in distinct ways but that, nevertheless, Joanne has the freedom to implement at university a pedagogy based on formative assessment approaches which takes account of the students’ prior knowledge and ‘takes them on from there’. It seems this can work well for the institution as well as for the students.
Original languageEnglish
Title of host publicationhost publication
Publication statusPublished - 2010
Event34th Conference of the International Group for the Psychology of Mathematics Education (PME) - Bello Horizonte, Brazil
Duration: 1 Jan 1824 → …

Conference

Conference34th Conference of the International Group for the Psychology of Mathematics Education (PME)
CityBello Horizonte, Brazil
Period1/01/24 → …

Keywords

  • Mathematics, school, university, boundary crossing, activity theory

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