How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study

José María Gavilán-Izquierdo; Inés Gallego-Sánchez

doi:10.29333/iejme/10892

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José María Gavilán-Izquierdo ¹ , Inés Gallego-Sánchez ¹ ^*

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¹ Universidad de Sevilla, SPAIN^* Corresponding Author

Abstract

This paper analyzes the discursive activity of an upper secondary school teacher on the topic of the derivative. Specifically, we focus on the discursive activity when introducing the three essential concepts related to this topic: the average rate of change, the derivative at a point, and the derivative function. The theoretical framework used is the theory of commognition (Sfard, 2008). Using this framework, we identify different types of visual mediators (symbols, graphs, gestures) and routines (mainly construction and substantiation ones, with various subtypes). The analysis of these visual mediators and routines allows us to examine some resources students will have in their transition to university discourse. We also draw some other conclusions and present implications for teaching in this stage.

Keywords

teacher’s discursive activity
commognition
routines
visual mediators
transition
derivative

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 2, May 2021, Article No: em0634

https://doi.org/10.29333/iejme/10892

Publication date: 07 May 2021

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Gavilán-Izquierdo, J. M., & Gallego-Sánchez, I. (2021). How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study. International Electronic Journal of Mathematics Education, 16(2), em0634. https://doi.org/10.29333/iejme/10892

Vancouver

Gavilán-Izquierdo JM, Gallego-Sánchez I. How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study. INT ELECT J MATH ED. 2021;16(2):em0634. https://doi.org/10.29333/iejme/10892

AMA

Gavilán-Izquierdo JM, Gallego-Sánchez I. How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study. INT ELECT J MATH ED. 2021;16(2), em0634. https://doi.org/10.29333/iejme/10892

Chicago

Gavilán-Izquierdo, José María, and Inés Gallego-Sánchez. "How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study". International Electronic Journal of Mathematics Education 2021 16 no. 2 (2021): em0634. https://doi.org/10.29333/iejme/10892

Harvard

Gavilán-Izquierdo, J. M., and Gallego-Sánchez, I. (2021). How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study. International Electronic Journal of Mathematics Education, 16(2), em0634. https://doi.org/10.29333/iejme/10892

MLA

Gavilán-Izquierdo, José María et al. "How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study". International Electronic Journal of Mathematics Education, vol. 16, no. 2, 2021, em0634. https://doi.org/10.29333/iejme/10892