Integrating the Case Studies Pedagogy and the Anthropological Theory of Didactics to Enhance the Teaching and Learning of Algebra in Undergraduate STEM Education

José Luis Díaz

doi:10.22219/mej.v8i1.29835

Authors

José Luis Díaz Department of Education. Universidad a Distancia de Madrid. Madrid, Spain

DOI:

https://doi.org/10.22219/mej.v8i1.29835

Abstract

Methodology case studies plays a pivotal role in STEM education, especially in teaching undergraduate algebra. This article emphasizes the power of real-world scenarios and active pedagogy, a student-centered approach that makes abstract algebraic ideas tangible. The Anthropological Theory of Didactics (ATD) is spotlighted as a perspective that treats mathematical knowledge as a cultural artifact, embedding mathematics concepts deeply within cultural and historical contexts. By comparing active pedagogy with ATD, the article unveils a compelling overlap that values the significance of context in learning. Students don't just engage actively but also delve into the cultural essence of mathematical problems, gaining a profound understanding. Addressing the hurdles undergraduates face in transitioning from high school algebra to university level, the article suggests activities that merge active pedagogy and ATD. This holistic approach has the potential to transform algebra education into a more engaging, relevant, and culturally resonant experience.

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