Teaching School Students' Conceptions of Tangent Lines.

This paper reports ongoing research investigating how students experiences with the notion of tangent line in different lecture courses at a technical school are being integrated to the related mathematical concept. Focusing on a technical course case study, we examine how aspects of the notion of tangent line are related to features of the context in which they are being produced. In addition, we discuss whether it is appropriate, from the perspective of situated learning, to account for practices of school mathematics in the various lecture courses in the curricula as distinct school mathematics practices, or, distinct communities of practices of (school) mathematics.