Teaching mathematics to non-specialists: a praxeological approach

Ghislaine Gueudet (1) , Camille Doukhan (2) , Pierre-Vincent Quéré (3)

1 ONERA, Université Paris Saclay [Palaiseau]
2 UNISTRA - Université de Strasbourg
3 CREAD EA 3875 - Centre de Recherche sur l'Education, les apprentissages et la didactique

The study presented here concerns teaching practices at university for non-specialist students. Referring to the Anthropological Theory of the Didactic, our aim is to investigate the personal didactical praxeologies of university teachers (at the School, Discipline and Content levels) and to observe what can be considered as specific for non-specialists in these practices. We interviewed three experienced teachers with different profiles and collected their teaching resources. Analysing this data, we identified several didactical praxeologies specific for non-specialists at the Discipline level. At the Content level we give the example of a specific didactical praxeology and claim that many more exist, due to the mathematics-didactic codetermination.

Keywords: Teaching and learning of mathematics for engineers; Anthropological approach to didactic; Teachers' and students' practices at university level; Teaching and learning of mathematics in other fields

Domains: Education

Ghislaine Gueudet, Camille Doukhan, Pierre-Vincent Quéré. Teaching mathematics to non-specialists: a praxeological approach. Fourth conference of the International Network for Didactic Research in University Mathematics, Leibnitz Universität (Hanover), Oct 2022, Hannover, Germany. ⟨hal-04027124⟩