How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study

Autor/inn/en	Gavilán-Izquierdo, José María; Gallego-Sánchez, Inés
Titel	How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gavilán-Izquierdo, José María) ORCID (Gallego-Sánchez, Inés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Secondary School Teachers; Secondary School Students; Adolescents; Student Adjustment; Higher Education; Mathematical Concepts; Concept Teaching; Difficulty Level; Symbols (Mathematics); Graphs; Nonverbal Communication; Discourse Analysis + Suchen Sie Ihr Suchwort? Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schwierigkeitsgrad; Grafische Darstellung; Non-verbal communication; Nonverbale Kommunikation; Diskursanalyse
Abstract	This paper analyzes the discursive activity of an upper secondary school teacher on the topic of the derivative. Specifically, we focus on the discursive activity when introducing the three essential concepts related to this topic: the average rate of change, the derivative at a point, and the derivative function. The theoretical framework used is the theory of commognition (Sfard, 2008). Using this framework, we identify different types of visual mediators (symbols, graphs, gestures) and routines (mainly construction and substantiation ones, with various subtypes). The analysis of these visual mediators and routines allows us to examine some resources students will have in their transition to university discourse. We also draw some other conclusions and present implications for teaching in this stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01