排序方式: 共有11条查询结果,搜索用时 0 毫秒
11.
Ghislaine Gueudet 《Educational Studies in Mathematics》2008,67(3):237-254
The secondary–tertiary transition has been studied in a great amount of research in mathematics education, adopting different
focuses and theoretical approaches. I present here how these focuses led the authors to identify and study different students’
difficulties and to develop different means of didactical action. Individual, social, but also institutional phenomena are
considered with different perspectives. Each perspective yields a particular view of transition. The association and comparison
of these views makes it possible to build an organized outline of this complex object, combining several kinds of ruptures
and long-term evolutions. 相似文献