Skip to main content
SpringerLink
Log in

RELATIONS BETWEEN TEACHING AND RESEARCH IN PHYSICAL GEOGRAPHY AND MATHEMATICS AT RESEARCH-INTENSIVE UNIVERSITIES

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

We examine the relationship between research and teaching practices as they are enacted by university professors in a research-intensive university. First we propose a theoretical model for the study of this relationship based on Chevallard’s anthropological theory. This model is used to design and analyze an interview study with physical geographers and mathematicians at the University of Copenhagen. We found significant differences in how the respondents from the two disciplines assessed the relationship between research and teaching. Above all, while geography research practices are often and smoothly integrated into geography teaching even at the undergraduate level, teaching in mathematics may at best be ‘similar’ to mathematical research practice, at least at the undergraduate level. Finally, we discuss the educational implications of these findings.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Artigue, M. (1994). Didactical engineering as a framework for the conception of teaching products. In R. Biehler et al (Ed.), Didactics of Mathematics as a scientific discipline (pp. 27–39. ) Dordrecht: Kluwer.

    Google Scholar 

  • Barbé, J., Bosch, M., Espinoza, L. & Gascón, J. (2005). Didactic restrictions on teachers practice - the case of limits of functions at Spanish high schools. Educational Studies in Mathematics, 59(1–3), 235–268.

    Article  Google Scholar 

  • Brew, A. (1999). Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 24, 291–301.

    Article  Google Scholar 

  • Burton, L. (2004). Mathematicians as enquirers. Kluwer: Dordrecht.

    Google Scholar 

  • Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathématiques, 19(2), 221–265.

    Google Scholar 

  • Chevallard, Y. (2002). Organiser l’étude 3. Écologie & régulation. In J.L. Dorier et al (Ed.), Actes de la 11 e école de didactique des mathématiques. Grenoble: La Pensée Sauvage.

    Google Scholar 

  • Elen, J., Lindblom-Ylänne, S. & Clement, M. (2007). Faculty development in research-intensive universities: The role of academics’ conceptions on the relationship between research and teaching. International Journal for Academic Development, 12(2), 123–139.

    Article  Google Scholar 

  • Elton, L. (1986). Research and teaching: symbiosis or conflict? Higher Education, 15, 299–304.

    Article  Google Scholar 

  • Elton, L. (2001). Research and Teaching: conditions for a positive link. Teaching in Higher Education, 6, 43–56.

    Article  Google Scholar 

  • Elwood, S.A. & Martin, D.G. (2000). Placing Interviews: Location and Scales of Power in Qualitative Research. Professional Geographer, 52, 649–657.

    Article  Google Scholar 

  • Halmos, P.R. (1985). I want to be a mathematician: an automathography. New York: Springer-Verlag.

    Google Scholar 

  • Hattie, J. & Marsh, H.W. (1996). The relationship between teaching and research: a meta-analysis. Review of Educational Research, 66(4), 507–544.

    Google Scholar 

  • von Mises, L. (1949). Human Action. A treatise on economics. New Haven: Yale University Press.

    Google Scholar 

  • Mora, J.-G. (2001). Governance and management in the new university. Tertiary Education and Management, 7, 95–110.

    Article  Google Scholar 

  • Neumann, R. (1992). Perceptions of the teaching-research nexus: a framework for analysis. Higher Education, 23, 159–171.

    Article  Google Scholar 

  • Ramsden, P. & Moses, I. (1992). Associations between research and teaching in Australian higher education. Higher Education, 23, 273–295.

    Article  Google Scholar 

  • Rump, C. & Winsløw, C. (to appear). The role and means for tertiary didactics in a faculty of science. In O. Skovsmose et al. (Eds.), University science and mathematics education. Challenges and possibilities.

  • Winsløw, C. (to appear). Transformer la théorie en tâches: la transition du concret à l’abstrait en analyse réelle. In A. Rouchier (Ed.), Actes de la XIIIème école d’été en didactique des mathématiques. Grenoble: La Pensée Sauvage.

  • Winsløw, C. & Madsen, L. (to appear). The interplay between research and teaching from the perspective of mathematicians. Proceedings of the 5th congress of European research in mathematics education.

  • Woods, D. & Fassnacht, C. (2007). Transana-MU v2.12. http://www.transana.org. Madison, WI: The Board of Regents of the University of Wisconsin System.

Download references

Author information

Authors and Affiliations

  1. Department of Science Education, University of Copenhagen, Universitetsparken 15, 2100, Copenhagen, Denmark

    Lene Møller Madsen & Carl Winsløw

Authors
  1. Lene Møller Madsen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Carl Winsløw
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lene Møller Madsen.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Madsen, L.M., Winsløw, C. RELATIONS BETWEEN TEACHING AND RESEARCH IN PHYSICAL GEOGRAPHY AND MATHEMATICS AT RESEARCH-INTENSIVE UNIVERSITIES. Int J of Sci and Math Educ 7, 741–763 (2009). https://doi.org/10.1007/s10763-008-9134-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-008-9134-y

Key words

Search

Navigation