| dc.contributor.author | Rønning, Frode | |
| dc.date.accessioned | 2023-03-14T07:46:54Z | |
| dc.date.available | 2023-03-14T07:46:54Z | |
| dc.date.created | 2023-01-18T15:55:56Z | |
| dc.date.issued | 2022 | |
| dc.identifier.isbn | 978-3-031-14174-4 | |
| dc.identifier.uri | https://hdl.handle.net/11250/3058051 | |
| dc.description.abstract | This paper reports from an early phase of a project where first-year students on a programme in electronic systems learn mathematics in close contact with their engineering specialisation. Using concepts from the Anthropological Theory of the Didactic (ATD), the connection between mathematics and electrical engineering will be analysed based on concrete examples. On the basis of interviews with teachers in both fields, challenges and opportunities with teaching mathematics in an engineering context are described. The analysis reveals a complex interplay between mathematics and engineering, and the teachers emphasise division of labour as a crucial issue. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | Springer | en_US |
| dc.relation.ispartof | Practice-Oriented Research in Tertiary Mathematics Education | |
| dc.title | Learning Mathematics in a Context of Electrical Engineering | en_US |
| dc.title.alternative | Learning Mathematics in a Context of Electrical Engineering | en_US |
| dc.type | Chapter | en_US |
| dc.description.version | acceptedVersion | en_US |
| dc.source.pagenumber | 603-619 | en_US |
| dc.identifier.doi | 10.1007/978-3-031-14175-1 | |
| dc.identifier.cristin | 2109747 | |
| cristin.ispublished | true | |
| cristin.fulltext | postprint | |
| cristin.qualitycode | 1 | |
