The Didactical Transposition and Praxeology related to the study of Integration at the Secondary and Tertiary levels in Norway
This paper builds on two studies conducted in Norway, respectively with students in their last year at upper secondary school and engineering students in their first year at university. From the perspective of the Anthropological Theory of the Didactic (ATD), we discuss the didactical transposition...
Kaydedildi:
| Yayımlandı: | URI:https://journals.openedition.org/adsc, |
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| Asıl Yazarlar: | , |
| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Anglais |
| Baskı/Yayın Bilgisi: |
Annales de Didactique et de Sciences Cognitives
2026
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| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Özet: | This paper builds on two studies conducted in Norway, respectively with students in their last year at upper secondary school and engineering students in their first year at university. From the perspective of the Anthropological Theory of the Didactic (ATD), we discuss the didactical transposition concerning the topic of integration relevant for both institutions. The curricula do not favour any one specific approach to integration, and Riemann-sums dominate the textbook used in the university, while an infinitesimal-based approach was offered at upper secondary. The praxeology at upper secondary school seems to lead students exclusively towards anti-derivative and area-interpretations of the integral, while the university students show more varied infinitesimal-based interpretations. We argue a need for revising how integrals are presented and worked with, at both levels of schooling. |
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