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Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders
Linköpings universitet.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2010 (English)In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, 150-160 p.Conference paper (Refereed)
Abstract [en]

The design and conduct of calculus courses has been and is an object of curricular debates and reforms. By the reconstruction of the establishment of the mathematical sub-area now called ‘calculus' and its fundamental theorem as a piece of institutionalized mathematical knowledge for the purpose of its reproduction, we reconsider the notion of knowledge recontextualization within the field of knowledge production by showing that standardization of knowledge evolves in a dynamic relationship with its production. Interviews with mathematicians suggest that they, as teachers, create different recontextualization principles. In undergraduate teaching calculus they suggest to include the criteria of the field of knowledge production (e.g. proof) for the future ‘insiders', while for those who will not pursue a career within this field, the ‘outsiders', the criteria change towards computational efficiency.

Place, publisher, year, edition, pages
Berlin: Freie Universität Berlin , 2010. Vol. 1, 150-160 p.
Research subject
Mathematics Education
URN: urn:nbn:se:ltu:diva-40689Local ID: fe93fb90-5442-11df-a0f4-000ea68e967bOAI: diva2:1014210
International Mathematics Education and Society Conference : 20/03/2010 - 25/03/2010
Godkänd; 2010; 20100430 (ysko)Available from: 2016-10-03 Created: 2016-10-03Bibliographically approved

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