I Investigating university teacher practice: A need for didactics

Abstract

ABSTRACT Based on his position as a mathematician teacher at the university, the first year teacher sees discipline as a rigid base. Therefore, without any teacher training program, he promotes teaching on learning, trying to impart mathematical knowledge without specific didactical teaching tools. In a vision to develop professional skills of a reflective practitioner, we conducted a survey for teachers to gather information about their teaching practice and didactical underlying issues. The results show a need for a didactic training on teaching at the university.