Praxeological Differences in Institutional Transition: The Case of School Algebra
The transition from lower secondary to upper secondary school is a challenging time for many students with algebra as a focal topic. In this paper, we present a new approach to this problem, based on the anthropological theory of the didactic, particularly on what we call praxeological differences b...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/adsc, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Anglais |
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Annales de Didactique et de Sciences Cognitives
2024
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |