The Analysis of Dominant Praxeological Models with a Reference Praxeological Model: A Case Study on Quadratic Equations
Résumé
Depending on the country, the choices in the curricula differ, the mathematical objects to be studied are introduced in different orders and according to ecological issues (Chevallard, 1997) specific to each institution.
These choices lead to different institutional relationships to the objects of knowledge, embedding the development of the personal relationships of the institution’s subjects. How to access the dominant praxeological model of an institution? At what level of granularity should it be described? We already assume that this level of granularity depends on research questions. How to compare the dominant praxeological models of each institution?