Abstract
The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics students coming from these institutions. Problem solving knowledge and skills are not an explicit objective of teaching and their development depends largely on the student's private mathematical activity. This hypothesis is the reason why the inquiry aims at comparing mathematics students' ways of working as they study in both institutions. The results of the research are interpreted, on the institutional level, as effects of differences between the two teaching systems.
Similar content being viewed by others
REFERENCES
Castela, C.: 2000, 'Un objet de savoir spé ecifique en jeu dans la résolution de problèmes: le fonctionnement mathématique', Recherches en Didactique des Mathématiques 20(3), 331-380.
Castela, C.: 2001, 'Reconnaître institutionnellement certaines connaissances sur le fonction-nement mathématique comme des enjeux d'apprentissage pour les élèves ?', in T. Assude and B. Grugeon (eds.), Actes du séminaire national de didactique des mathématiques, IREM Université Paris 7 et Association pour la Recherche en Mathématiques, Paris, pp. 189-208.
Castela, C.: 2002, Les objets du travail personnel en mathématiques des étudiants dans l'enseignement supérieur: Comparaison de deux institutions, Universités et Classes Préparatoires aux Grandes Ecoles, Cahier de Didirem n40, Université Paris 7, Paris.
Chevallard, Y.: 1991, La transposition didactique,LaPensée Sauvage, Grenoble.
Chevallard, Y.: 1992, 'Concepts fondamentaux de la didactique: Perspectives apportées par une approche anthropologique', Recherches en Didactique des Mathématiques 12(1), 73-112.
Chevallard, Y.: 1995, 'La fonction professorale: Esquisse d'un modèle didactique' in R. Noirfalise and M.-J. Perrin (eds.), Actes de la VIII ième Ecole d'Eté deDidactique des Mathématiques, IREM, Clermont-Ferrand, pp. 82-122.
Chinnappan, M.: 1998, 'Schemas and mental models in geometry problem solving', Edu-cational Studies in Mathematics 36(3), 201-217.
Douady, R.: 1987, 'Jeux de cadres et dialectique outil-objet', Recherches en Didactique des Mathématiques 7(2), 5-31.
Douglas, M.: 1987, How Institutions Think, Routledge & Kegan Paul, Londres.
Duval, R.: 1998, 'Ecriture et compréhension: pourquoi faire écrire des textes de déemonstration par les élèves?', in Actes du Colloque "Produire et lire des textes de démonstration", IREM, Rennes, pp. 79-98.
Hershkowitz, R., Schwarz, B.B. and Dreyfus, T.: 2001, 'Abstraction in context: Epistemic actions', Journal for Research in Mathematics Education 32, 195-222.
Hinsley, D.A., Hayes, J.R. and Simon, H.A.: 1977, 'From words to equations: Meaning and representation in algebra word problems', in P.A. Carpenter and M.A. Just (eds.), Cognitive Processes in Comprehension, Erlbaum, Hillsdale, NJ.
Lerman, S.: 2001, 'Cultural, discursive psychology: A sociocultural approach to studying and learning mathematics', Educational Studies in Mathematics 46, 87-113.
Mason, J. and Spence, M.: 1999, 'Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment', Educational Studies in Mathematics 38(1-3), 135-161.
Robert, A.: 1997, 'Outils d'analyse des contenus mathématiques ` a enseigner au lycée et ` a l'université', Recherches en Didactique des Mathématiques 18(2), 139-190.
Schoenfeld, A.: 1985, Mathematical Problem Solving, Academic Press, Orlando.
Sfard, A.: 2001, 'There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning', Educational Studies in Mathematics 46, 13-57.
Van Oers, B.: 2001, 'Educational forms of initiation in mathematical culture', Educational Studies in Mathematics 46, 59-85.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Castela, C. Institutions influencing mathematics students' private work: A factor of academic achievement. Educational Studies in Mathematics 57, 33–63 (2004). https://doi.org/10.1023/B:EDUC.0000047050.70008.59
Issue Date:
DOI: https://doi.org/10.1023/B:EDUC.0000047050.70008.59