Task Design for Klein’s Second Discontinuity

Carl Winsløw; Rongrong  Huo

doi:10.46312/pem.v16i42.18388

Carl Winsløw University of Copenhagen https://orcid.org/0000-0001-8313-2241
Rongrong Huo University of Copenhagen https://orcid.org/0000-0002-1359-9863

DOI: https://doi.org/10.46312/pem.v16i42.18388

Palavras-chave: Dupla Descontinuidade de Klein, Desenvolvimento de Tarefa, Teoria Antropológica do Didático

Resumo

Desde o século XIX, os estudos de Matemática nos currículos universitários têm sido uma componente principal da preparação para o ensino dessa disciplina no Ensino Médio. Já por volta de 1900, Felix Klein destacou que, para garantir que a preparação matemática na universidade possa ser útil para o futuro professor, são necessárias ações específicas. Nesse sentido, ele reforçou que as próprias universidades devem assumir a responsabilidade por essas medidas. Neste artigo, discutimos esse problema e mostramos como ele se apresenta em 2022. Além disso, apresentamos e exemplificamos alguns princípios do desenvolvimento de tarefas que se destinam a apoiar a mobilização pelos estudantes dos conhecimentos matemáticos acadêmicos em relação aos desafios matemáticos específicos para professores do Ensino Médio.

Biografia do Autor

Carl Winsløw, University of Copenhagen

University of Copenhagen, IND, Faculty of Science, E-mail: winslow@ind.ku.dk. ORCID: https://orcid.org/0000-0001-8313-2241.

Rongrong Huo, University of Copenhagen

Rongrong Huo received the B.S. degree in Applied Mathematics from Jiangsu University, China in 2017 and the M.S. degree in Applied Mathematics from Suzhou University, China in 2020. She is currently working toward the Ph.D. degree in Mathematics Education with the Department of Science Education, University of Copenhagen, Denmark. Her research interests include university mathematics education, preservice high school mathematics teachers’ education and digital tools in mathematics education at high school level.

E-mail: rh@ind.ku.dk. ORCID: https://orcid.org/0000-0002-1359-9863.

Referências

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BOSCH, Marianna. et al. External Didactic Transposition in Undergraduate Mathematics. International journal of research in undergraduate mathematics Education, v.7, p. 140-162, 2021.

CHEVALLARD, Yves. Introducing the anthropological theory of the didactic: an attempt at a principled approach. Hiroshima journal of mathematics education, v. 12, p. 71-114, 2019.

HUO, Rongrong. Drawing on a computer algorithm to advance future teachers’ knowledge of real numbers. European journal of science and mathematcis education, v. 11, n. 2, p. 283-296, 2023.

KLEIN, Felix. Elementary mathematics from a higher standpoint. Berlin: Springer, 1908/2016.

WATSON, Anne; OHTANI, Minoru. Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A; Ohtani, W (org.). Task eesign in mathematics education. Springer, Cham, 2015. p. 3-15. ISBN 978-3-319-09628-5.

WINSLØW, Carl. The transition from university to high school and the case of exponential functions. In UBUZ, B.; HASER, Ç.; MARIOTTI, M. A.(org.). Proceedings of the 8th congress of the european society for research in mathematics education, ERME, 2013. p. 2476-2485.

WINSLØW, Carl; GRØNBÆK, Niels. Klein’s double discontinuity revisited: contemporary challenges for universities preparing teachers to teach calculus. Recherches en diddactique des mathématiques, v. 34, n. 1, p. 59-86, 2014.

WINSLØW, Carl. Mathematical knowledge for the profession of upper secondary mathematics teaching. Submitted. Proceedings of the 7th international congress on ATD (CITAD7).

Task Design for Klein’s Second Discontinuity

Resumo

Biografia do Autor

Referências

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