Article
French
ID: <
10670/1.ewderk>
Abstract
This article focuses on the introduction of a new mathematics education for the vocational school sector, in the context of creation of the French vocational baccalaureate. In the perspective of the transmission of a technical culture, it is by making the vocational activity a central reference for this teaching that prescribers are trying to overcome its original identity tensions between participation in apprenticeship and intellectual training. However, the driving role of vocational problems and mathematical pratices taken as references practices in program choices and certification choices contributes to its falling within an instrumental perspective.