• Lene Møller MadsenEmail author
  • Carl Winsløw


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.

Key words

didactics mathematics physical geography teaching-research nexus 


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Copyright information

© National Science Council, Taiwan 2008

Authors and Affiliations

  1. 1.Department of Science EducationUniversity of CopenhagenCopenhagenDenmark

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