{"id":911,"date":"2016-08-03T03:25:07","date_gmt":"2016-08-03T03:25:07","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=911"},"modified":"2016-08-03T03:25:07","modified_gmt":"2016-08-03T03:25:07","slug":"when-praxeologies-travel-from-one-institution-to-another-a-boundary-crossing-epistemological-approach","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/when-praxeologies-travel-from-one-institution-to-another-a-boundary-crossing-epistemological-approach\/","title":{"rendered":"When praxeologies travel from one institution to another: a \u201cboundary crossing\u201d epistemological approach"},"content":{"rendered":"

Corine Castela<\/p>\n

Abstract<\/strong>: The focus of this paper is on vocational training programs, which means
\nprevious investigation about mathematics in vocational settings. We start by
\nexplaining the term \u2018boundary crossing\u2019 in relation with the cultural, historical,
\nactivity theory approach. We then present a way to address the same issue within
\nthe anthropological theory of the didactic, using the key concepts of institution
\nand praxeology. We develop an analysis grid of knowledge produced by users
\nwhen they employ a mathematical technique and a general model of the changes
\nhuman knowledge is submitted to when moving from one institution to another.
\nOur approach is relevant to any level of professional qualification, from engineering
\nto professions socially viewed as poorly qualified.
\nKey words<\/strong>: Anthropological theory of the didactic, technology of a technique,
\ninter-institutional circulation, transposition.<\/p>\n

\"download\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Corine Castela Abstract: The focus of this paper is on vocational training programs, which means previous investigation about mathematics in vocational settings. We start by explaining the term \u2018boundary crossing\u2019 in relation with the cultural, historical, activity theory approach. We then present a way to address the same issue within\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/911"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=911"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/911\/revisions"}],"predecessor-version":[{"id":912,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/911\/revisions\/912"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=911"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=911"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=911"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}