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Communication Dans Un Congrès Année : 2017

When praxeologies move from an institution to another: an epistemological approach to boundary crossing

Corine Castela

Résumé

The issue of vocational mathematics education is commonly approached through a vigotskian lens focusing on the individual development within different socio-cultural contexts: how does one student tackle the experience of crossing boundaries between mathematics, engineering sciences, vocational training? In my presentation, I take the opposite yet complementary point of view, that of the anthropological theory of the didactic, which emphasises the social and institutional dimensions. Drawing on the notion of praxeology as a model for socially acknowledged cognitive resources of institutions, I develop this model to address an epistemological issue: how are mathematical praxeologies transformed when crossing institutional boundaries? Examples refer to mathematics and automatic control.
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Dates et versions

hal-03199675 , version 1 (15-04-2021)

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  • HAL Id : hal-03199675 , version 1

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Corine Castela. When praxeologies move from an institution to another: an epistemological approach to boundary crossing. khdm Conference 2015 “Didactics of Mathematics in Higher Education as a Scientific Discipline”, Dec 2015, Hannover, Germany. pp.418-425. ⟨hal-03199675⟩
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