Abstract The global question of how to identify, develop and assess mathematical knowledge that is relevant to future secondary school teachers, has been central in the emergence of mathematics education research from early on. We review parts of this history from the viewpoint of the anthropological theory of the didactic, and in particular the notion … Lire la suite
Résumé Les problématiques liées à la seconde discontinuité de Klein amènent nécessairement la question du choix des contenus mathématiques sur lesquels se concentrer et la manière d’envisager le recul sur l’enseignement de ces contenus dans l’enseignement secondaire. Dans cet article, nous proposons d’explorer cette problématique dans le cadre du système éducatif français pour le cas … Lire la suite
For instructors that try to make university mathematics courses relevant to future secondary school teachers, doing so generally involves making connections between university mathematics content and school mathematics content–in attempts to coun-ter what Felix Klein referred to as a “double discontinuity.” In this paper, I consider the nature of the mathematical connections that bridge these two domains, and common distinctions made in extant literature between them, such as directionality.
