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