Universidad Nacional del Centro de la Provincia de Buenos Aires
Abstract
This work integrates a project that studies the characteristics of Mathematics teaching at universitylevel, in the dimensions: knowledge, students and teachers. In this research didactical aspects aretackled from the Anthropological Theory of Didactics framework (Chevallard, 1999), and cognitiveaspects from the Theory of Critical Meaningful Learning (Moreira; 2000). Here, the results of a testmade by university students of a Calculus course are discussed. The main results show that, thesestudents prefer to play down their topos in the study process. They are few compromised andresponsible about learning, since they are interested in acquire information for to pass, in lieu ofplanning meaningful and critical learning
