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...
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| Publicat a: | URI:https://journals.openedition.org/adsc, |
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| Autor principal: | |
| Format: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicat: |
Annales de Didactique et de Sciences Cognitives
2024
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| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | 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 between two connected institutions. The methodology involves the construction of a praxeological reference model for school algebra based on documents such as textbooks and evaluation instruments, like national exams and screening tests, from these two institutions. To illustrate this approach, the Danish transition problem in algebra between the lower and upper secondary school is examined as a case study. The results obtained by the students from these evaluation instruments are also a part of the data, to focus on knowledge actually obtained. The results from this case indicate that praxeological difference is chiefly concentrated on rules for rewriting an algebraic model. |
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