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Pregled bibliografske jedinice broj: 877706

Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education


Čižmešija, Aleksandra; Katalenić, Ana; Milin Šipuš, Željka
Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education // Mathematics education as a science and a profession / Kolar-Begović, Zdenka ; Kolar-Šuper, Ružica ; Jukić-Matić, Ljerka (ur.).
Osijek: Element, 2017. str. 127-147


Naslov
Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education

Autori
Čižmešija, Aleksandra ; Katalenić, Ana ; Milin Šipuš, Željka

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Mathematics education as a science and a profession

Urednik/ci
Kolar-Begović, Zdenka ; Kolar-Šuper, Ružica ; Jukić-Matić, Ljerka

Izdavač
Element

Grad
Osijek

Godina
2017

Raspon stranica
127-147

ISBN
978-953-197-592-6

Ključne riječi
Asymptote, asymptotic behaviour, ATD, praxeology, textbook analysis, general secondary mathematics education

Sažetak
Asymptote and asymptotic behaviour are bodies of knowledge present in elementary as well as in theoretical and applied mathematics. Some aspects of these concepts make a common part of upper secondary mathematics curricula worldwide. The notion of an asymptote appears as a theoretical concept, a part of a procedure or as a self-sufficient task in different contexts and different educational cycles of upper secondary mathematics education. In this paper, we present results of a textbook analysis on asymptote and asymptotic behaviour in two most common series of gymnasium mathematics textbooks in Croatia. It is a part of a larger comprehensive study regarding this body of knowledge in general upper secondary education in Croatia. The research is conducted within the theoretical framework of the Anthropological theory of the didactics (ATD), developed by a French mathematician Y. Chevallard. This framework provides praxeology[T, τ, θ, Θ] as a tool for describing mathematical knowledge and activities, with its practical component – a task T and a technique τ, and discursive or theoretical component – a technology θ and a theory Θ. The results show that the asymptote is a complex body of knowledge consisted of several praxeologies for which it is a part of practical or theoretical component. Hence, we present the related praxeological organization of considered textbooks along with its direct implications to mathematics teaching and learning.

Izvorni jezik
Engleski

Znanstvena područja
Matematika



POVEZANOST RADA


Ustanove
Prirodoslovno-matematički fakultet, Zagreb,
Fakultet za odgojne i obrazovane znanosti, Osijek