Tearchers’ Curricular Beliefs on Teaching Analytic Geometry and Linear Algebra on Higher Secondary Schools Level: A Qualitative Interview Study on Individual Curricula
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Authors
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Publication date
2015
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04B - Conference paper
Editors
Sumpter, Lovisa
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Parent work
Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference
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Issue / Number
Pages / Duration
103-114
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Publisher / Publishing institution
Umeå Print och Media
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Umeå
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Abstract
This article presents a qualitative study on individual curricula on teaching analytic geometry and linear algebra in higher secondary schools and is focused on content and goals of education. The individual curricula of nine teachers are analysed, compared, and classified into two types. The results are linked to didactical proposals, leading to the observation that the didactic community underestimates the potential of a traditional curriculum and that only one of the two types fulfils some didactic core proposals, like a focus on applications, a process-oriented view on mathematics, and an emphasis on “more general” goals of education, and not on specialised mathematical skills.
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1403-6878
Language
English
Created during FHNW affiliation
Yes
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Published
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Peer review of the complete publication
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Citation
Girnat, B. (2015). Tearchers’ Curricular Beliefs on Teaching Analytic Geometry and Linear Algebra on Higher Secondary Schools Level: A Qualitative Interview Study on Individual Curricula. In L. Sumpter (Ed.), Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference (pp. 103–114). Umeå Print och Media. http://hdl.handle.net/11654/23795