Resumo

SABATINELLI, Pablo Agustín  e  LLANOS, Viviana Carolina. Linear Algebra and Analytic Geometry in engineering education in Argentina from 1810 to the present: macrodidactic análisis. Educ. mat. [online]. 2024, vol.36, n.1, pp.119-154.  Epub 08-Nov-2024. ISSN 2448-8089.  https://doi.org/10.24844/em3601.05.

Abstract: Both the education of engineers in Argentina and the mathematical knowledge contained in the curricula of engineering careers have changed since their creation. In this work, four stages are defined to describe the major changes, using the scale of levels of didactic codetermination, developed by Yves Chevallard within the Anthropological Theory of Didactics. A total of 504 study plans are compiled and a categorization is generated to define each stage, analyzing conditions for the diffusion of mathematical knowledge at the University. In this work we focus on the level of the area, with the objective of describing the transformations in the organization of the knowledge of Analytic Geometry and Linear Algebra. Despite the social and cultural changes of recent years, in the last 50 years there have been no substantial modifications in the knowledge to be studied in Analytic Geometry and Linear Algebra.

Palavras-chave : Engineering Education; Curriculum; Mathematics; Anthropological Theory of Didactics.

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