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dc.contributor.authorGarcía Alonso, Israel 
dc.contributor.authorAnastasakis, Marinos
dc.contributor.authorZakynthinaki, Maria
dc.contributor.authorTrujillo González, Rodrigo Francisco 
dc.contributor.authorPetridis, Konstantinos
dc.contributor.otherAnálisis Matemático
dc.date.accessioned2024-04-14T20:05:43Z
dc.date.available2024-04-14T20:05:43Z
dc.date.issued2020
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/37176
dc.descriptionMarinos Anastasakis , Maria Zakynthinaki , Rodrigo Trujillo-González , Israel García-Alonso & Konstantinos Petridis (2020): An Activity Theory approach in explaining engineering students¿ difficulties with university mathematics, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2020.1834156
dc.description.abstractIn this paper we explore the difficulties engineering undergraduates encounter with tertiary mathematics. Results from our survey (N = 71)showthatstudentsinoursamplefaceissuesmostlyrelated to the challenging nature of university mathematics, the absence of workedexamplesduringlecturesandthediscontinuityofschooland university mathematics curricula. By using third generation Activity Theory, we were able to interpret the identified difficulties as contradictions emerging between the school and university activity systemsaswellaswithintheuniversityactivitysystem,andweargue that these difficulties can be treated as stemmingfromthestructural characteristics the two activity systems have.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.ispartofseriesInternational Journal of Mathematical Education in Science and Technology
dc.titleAn Activity Theory approach in explaining engineering students' difficulties with university mathematicsen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/0020739X.2020.1834156


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