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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| izdano v: | URI:https://journals.openedition.org/adsc, |
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| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
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Annales de Didactique et de Sciences Cognitives
2024
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| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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openedition-oai:revues.org:adsc_5621 |
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openedition |
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openedition-oai:revues.org:adsc_5621 https://doi.org/10.4000/12ym6 urn:doi:10.4000/12ym6 en https://journals.openedition.org/adsc/5621 2024-12-18T01:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/12ym6 https://creativecommons.org/licenses/by-nc-sa/4.0/ Praxeological Differences in Institutional Transition: The Case of School Algebra Annales de Didactique et de Sciences Cognitives Institut de recherche sur l’enseignement des mathématiques (IREM) info:eu-repo/semantics/reference/issn/2804-2514 info:eu-repo/semantics/reference/issn/0987-7576 URI:https://journals.openedition.org/adsc Cosan, Derya Diana modèle praxéologique de référence Théorie Anthropologique du Didactique différences praxéologiques arithmétique et algèbre transition institutionnelle et problèmes de transition Anthropological Theory of the Didactic praxeological differences praxeological reference model arithmetic and algebra institutional transition and transition problem 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. La transition du premier au second cycle du secondaire représente un défi pour beaucoup d’élèves, l’algèbre étant un facteur principal. Dans cet article, nous proposons une nouvelle approche à l’analyse de ce problème, fondée sur la théorie anthropologique du didactique, surtout ce que nous allons appeler différences praxéologiques entre deux institutions connexes. La méthodologie implique la construction d’un modèle praxéologique de référence pour l’algèbre scolaire, fondée sur des documents provenant des deux institutions, comme les manuels et les instruments d’évaluation, comme les épreuves nationales et les tests diagnostiques. Afin d’illustrer cette approche, nous examinons le cas de la transition entre le premier et le second cycle de l’école secondaire au Danemark. Les résultats obtenus par les élèves aux évaluations font également part des données utilisées, afin d’examiner les connaissances effectives. Les résultats pour ce cas indiquent que la différence praxéologique est principalement concentrée autour des règles de traitement d’un modèle algébrique. |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
modèle praxéologique de référence Théorie Anthropologique du Didactique différences praxéologiques arithmétique et algèbre transition institutionnelle et problèmes de transition Anthropological Theory of the Didactic praxeological differences praxeological reference model arithmetic and algebra institutional transition and transition problem |
| spellingShingle |
modèle praxéologique de référence Théorie Anthropologique du Didactique différences praxéologiques arithmétique et algèbre transition institutionnelle et problèmes de transition Anthropological Theory of the Didactic praxeological differences praxeological reference model arithmetic and algebra institutional transition and transition problem Cosan, Derya Diana Praxeological Differences in Institutional Transition: The Case of School Algebra |
| description |
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. |
| author |
Cosan, Derya Diana |
| author_facet |
Cosan, Derya Diana |
| author_sort |
Cosan, Derya Diana |
| title |
Praxeological Differences in Institutional Transition: The Case of School Algebra |
| title_short |
Praxeological Differences in Institutional Transition: The Case of School Algebra |
| title_full |
Praxeological Differences in Institutional Transition: The Case of School Algebra |
| title_fullStr |
Praxeological Differences in Institutional Transition: The Case of School Algebra |
| title_full_unstemmed |
Praxeological Differences in Institutional Transition: The Case of School Algebra |
| title_sort |
praxeological differences in institutional transition: the case of school algebra |
| publisher |
Annales de Didactique et de Sciences Cognitives |
| publishDate |
2024 |
| container_title |
URI:https://journals.openedition.org/adsc |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/12ym6 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/adsc/5621 |
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1877292186604666880 |