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Volumes
45(3)
(3 articles)
Guest editors: Rolf Biehler, Viviane Durand-Guerrier, Nicolas Grenier-Boley, Cécile Ouvrier-Buffet
This volume gathers three invited papers in the frame of the international online seminar From University Mathematics to Mathematics Education (FUMME) held from September 2021 to December 2022 (https://hal.science/FUMME/). Several dimensions of undergraduate education, including pre-service teachers, are specifically addressed in these papers presented by Lisa Hefendehl-Hebeker, Thomas Bauer and Eva Müller-Hill, Michèle Gandit, Virginie Deloustal-Jorrand and Zoé Mesnil.
45(2)
(3 articles)
Guest editors: Rolf Biehler, Viviane Durand-Guerrier, Nicolas Grenier-Boley, Cécile Ouvrier-Buffet
This volume gathers three invited papers in the frame of the international online seminar From University Mathematics to Mathematics Education (FUMME) held from September 2021 to December 2022 (https://hal.science/FUMME/). Several mathematical concepts taught in university are specifically addressed in these papers presented by Max Hoffman, Andrew Kercher and Rina Zazkis, Gaëtan Planchon and Thomas Hausberger.
45(1)
(3 articles)
Guest editors: Rolf Biehler, Viviane Durand-Guerrier, Nicolas Grenier-Boley, Cécile Ouvrier-Buffet
This volume gathers three invited papers in the frame of the international online seminar From University Mathematics to Mathematics Education (FUMME) held from September 2021 to December 2022 (https://hal.science/FUMME/). Klein’s second discontinuity is specifically addressed in these papers presented by Nicholas Wasserman, Nicolas Grenier-Boley, Carl Winsløw, and Rongrong Huo.
44(2)
(3 articles)
In this volume, alongside a paper by the French author Elann Lesnes, there are two papers originating from North America: one by Virginie Houle and Isabelle Atkins from Quebec and another by Bárbara M. Brizuela, Mónica Alvarado, and Susanne Strachota from the United States and Mexico.
44(1)
(3 articles)
We are pleased to present the three articles that make up the first issue of volume 44, which are highly diverse in a number of ways. Firstly, there is the diversity of the topics covered and the education systems considered: interdisciplinarity in mathematics and physical sciences in Greece, the teaching of multiplication in France, and a comparative study of the teaching of quadratic functions in five countries (Brazil, France, Japan, Spain and Vietnam). Secondly, the theoretical approaches used in this work are the Theory of Joint Action in Didactics, the Anthropological Theory of Didactics and the Theory of Didactic Situations. Finally, the three languages in which the journal is published are represented: French, Spanish and English.