A praxeological comparison of algebra content in vocational and academic preparatory programmes in Sweden
Résumé
We compare the algebra content in the Swedish upper secondary syllabi for higher educational preparatory (HEP) and vocational educational and training (VET) programmes. The study is theoretically embedded in the Anthropological Theory of the Didactic (ATD), where praxeology is used as an analytical tool. The results reveal that the algebra content in the VET programmes is more focused on praxis ('know-how') aspects compared to the HEP programmes, in which the balance between praxis and logos ('know-why') aspects is more even. We discuss the results in view of students' opportunities to develop algebraic knowledge within the framework of the given syllabi.
Domaines
Mathématiques [math]Origine | Fichiers produits par l'(les) auteur(s) |
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