Compartmentalisation of Mathematical Sectors: The Case of Continuous Probability Distributions and Integrals

This paper investigates the phenomenon of compartmentalisation knowledge in teaching and learning continuous probability distributions integral calculus at secondary-tertiary transition France. Using Anthropological Theory Didactic (ATD), particular key notion praxeology, we investigate which sense those two sectors may be described as compartmentalised current textbooks. We then study, by means a questionnaire, educational effects compartmentalisation: do students’ difficulties completing “bridging tasks” (tasks that require to relate sectors) reflect partial disconnections revealed praxeological analyses? The ostensive, combined with role played technology ATD, is used interpret data. Altogether, this study sheds light on deficit cognitive flexibility required change mathematical sectors, understood result deficient praxeologies developed within institutions.