On the relationship between school mathematics and university mathematics: a comparison of three approaches

This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint; (b) Shulman’s transformation of disciplinar...

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Bibliographic Details
Published in:ZDM 2023-08, Vol.55 (4), p.767-778
Main Authors: Scheiner, Thorsten, Bosch, Marianna
Format: Article
Language:English
Subjects:
Academic disciplines
Addition & subtraction
College Mathematics
Colleges & universities
Comparative Analysis
Education
Educational Objectives
Elementary School Mathematics
Epistemology
Intellectual Disciplines
Mathematical analysis
Mathematicians
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics teachers
Original Paper
Preservice Teachers
Public speaking
Scholarship
Secondary School Mathematics
Teacher Characteristics
Teacher education
Teaching
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Summary:This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint; (b) Shulman’s transformation of disciplinary subject matter into subject matter for teaching; and (c) Chevallard’s didactic transposition of scholarly knowledge into knowledge to be taught. Similarities and contrasts between these three approaches are discussed in terms of how they frame the relationship between the academic discipline and the school subject, and to what extent they problematise the reliance and bias towards the academic discipline. The institutional position implicit in the three approaches is then examined in order to open up new ways of thinking about the relationship between school mathematics and university mathematics.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-023-01499-y