Praxeological differences in institutional transition: The case of school algebra
Derya Cosan, IND
The transition from lower secondary to upper secondary school is a challenging time for many students with algebra as a focal topic. In this talk we present a new approach to this problem, based on the anthropological theory of the didactic, and in particular on what we call praxeological differences between two connected institutions. The methodology involves the construction of a praxeological reference model for school algebra based on documents from these institutions. As a case study to illustrate this approach, the Danish transition problem in algebra between lower and upper secondary school is examined.