An overview of "bridging courses" from the ATD perspective

Lídia Serrano; Marianna Bosch Casabò; Josep Gascón

doi:10.23925/1983-3156.2020v22i4p579-592

An overview of "bridging courses" from the ATD perspective

Lídia Serrano
, Marianna Bosch Casabò
, Josep Gascón

IQS School of Management

Research output: Indexed journal article › Article › peer-review

Abstract

The presence of bridging courses in the European university panorama has evolved from a simple spontaneous proposal to being part of a consolidated resource for new students in many universities. In Spain, the tendency points to the usual presence of thesecourses in almost all degrees containing mathematics in their first year. The analysis of different «bridging courses» led us to formulate the hypothesis that, due to the large number of mathematical praxeologies introduced and the type of didactic praxeologies used, they seem to contribute to increase the isolation and rigidity of mathematical praxeologies studied at secondary level (Serrano 2013). From the ATD, we have designed and experimented a course that tries to overcome this isolation by proposing connecting elements in the terms introduced by Fonseca (2004).

Translated title of the contribution	Una descripción general de los "cursos puente" desde la perspectiva de TAD
Original language	English
Pages (from-to)	579-592
Number of pages	14
Journal	Educação Matemática Pesquisa
Volume	22
Issue number	4
DOIs	https://doi.org/10.23925/1983-3156.2020v22i4p579-592
Publication status	Published - 1 Jan 2020

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Bridging courses
Elementary functions
Inequalities
Modelling
Mathematics for economics

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10.23925/1983-3156.2020v22i4p579-592Licence: CC BY

Cite this

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abstract = "The presence of bridging courses in the European university panorama has evolved from a simple spontaneous proposal to being part of a consolidated resource for new students in many universities. In Spain, the tendency points to the usual presence of thesecourses in almost all degrees containing mathematics in their first year. The analysis of different «bridging courses» led us to formulate the hypothesis that, due to the large number of mathematical praxeologies introduced and the type of didactic praxeologies used, they seem to contribute to increase the isolation and rigidity of mathematical praxeologies studied at secondary level (Serrano 2013). From the ATD, we have designed and experimented a course that tries to overcome this isolation by proposing connecting elements in the terms introduced by Fonseca (2004).",

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doi = "10.23925/1983-3156.2020v22i4p579-592",

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AU - Gascón, Josep

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KW - Inequalities

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An overview of "bridging courses" from the ATD perspective

Abstract

UN SDGs

Keywords

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