Using history of mathematics to inform the transition from school to university: Affective and mathematical dimensions

International audienceIn this paper, we briefly describe an intervention that addressed the transition from school mathematics to university mathematics by making students aware of concept changes in the history of geometry. We provide a description of the intervention (called the ÜberPro Seminar), the context and setting for the study, and the data sources that informed our work. Then, we focus on one particular data source and describe initial stages of our analysis and sample findings. In our findings, we share only a small glimpse into the affective experience students described when reflecting on the transition from school to university. We conclude with a discussion of some of the patterns that began to emerge from our analysis and we propose connections to current work on the transition from school to university mathematics and future direction for our research