Using knowledge from mechanics to solve a calculus task: a study through the lenses of mixed praxeologies
Résumé
In this paper, we examine the strategies and reasoning employed by students who have completed college-level calculus and mechanics courses as they undertake an unfamiliar graphing calculus task. Adopting a perspective based on the Anthropological Theory of the Didactic (ATD), we analyse students' techniques and justifications, paying particular attention to their use (or non-use) of praxeologies acquired in mechanics. Our findings reveal that students who employed either a praxeology rooted in mechanics or a mixed praxeology combining elements from calculus and mechanics were generally more successful in solving the task. We conclude by discussing the practical and theoretical implications of these results.
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