Investigating Learning Opportunities in University Mathematics Curriculum Resources: Insights for Curriculum Development and Future Research
Farzad Radmehr (Norwegian University of Science and Technology)
Abstract:
A range of theoretical and conceptual frameworks have been employed to explore the mathematical learning opportunities embedded within university curriculum resources. In this presentation, I will reflect on a series of recent studies conducted in collaboration with colleagues, in which we draw on diverse theoretical perspectives—including Action–Process–Object–Schema (APOS) Theory, Tall’s Three Worlds of Mathematics, the Anthropological Theory of the Didactic (ATD), commognition, and positioning theory—to investigate how curriculum resources can shape and support mathematical learning. The discussion will focus on how these theoretical perspectives can be operationalized to examine learning opportunities in both textbooks and educational YouTube videos. Illustrative examples will be drawn from curriculum resources developed for the teaching and learning of calculus and linear algebra. This presentation seeks to advance our collective understanding of how to enhance the quality of university mathematics curriculum resources and to inform the development of methodological tools and theoretical frameworks for future research on learning opportunities in such resources.
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