Abstract
This paper focuses on how to link and combine activities of posing and answering questions with the ones of studying pre-existing answers at university level. Our research, developed within the framework of the Anthropological Theory of the Didactic, presents the design and use of an instructional device – study and research paths (SRP) – aimed at encouraging the interaction between inquiry and study activities. In this paper, we focus on an SRP about the evolution of the number of Facebook users, which was designed and implemented with first-year university students. We discuss the SRP analysis paying special attention to: (a) how to enhance the internal dynamics of the SRP to engage students in self-sustained study and research activities, and (b) how the integration of the SRP in the regular mathematics course helped to combine inquiry with more ‘transmissive’ instructional devices and why this interaction was essential to enrich the students’ milieu.
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