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Praxeological Differences in Institutional Transition: The Case of School Algebra

The transition from lower secondary to upper secondary school is a challenging time for many students with algebra as a focal topic. In this paper, we present a new approach to this problem, based on the anthropological theory of the didactic, particularly on what we call praxeological differences b...

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Gardado en:
Autor Principal: Cosan, Derya Diana
Formato: Artigo
Idioma:Inglês
Publicado: Institut de recherche sur l’enseignement des mathématiques (IREM) 2024
Assuntos:
modèle praxéologique de référence
Théorie Anthropologique du Didactique
différences praxéologiques
arithmétique et algèbre
transition institutionnelle et problèmes de transition
Anthropological Theory of the Didactic
praxeological differences
praxeological reference model
arithmetic and algebra
institutional transition and transition problem
Acceso en liña:https://doi.org/10.4000/12ym6
https://hdl.handle.net/20.500.13089/12ym6
https://journals.openedition.org/adsc/5621
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