French engineers' training and their mathematical needs in the workplace: Interlinking tools and reasoning
Abstract
This paper deals with the theme "mathematics in the workplace" in the context of engineering work in France. In the continuity of recent research, it draws results from a two-step enquiry (questionnaire and interviews) with 237 French engineers. Using the Anthropological Theory of the Didactic (ATD), I study questions concerning the praxeological mathematical needs encountered by these engineers in their daily work ("in the workplace") and about their mathematical training and its adaptation to these needs depending on the training institution. This article shows that math should not only be considered as a "tool", because engineers sometimes need to have an accurate understanding of what they use. Furthermore, it shows that the two first years (called Preparatory Cycle) have a great impact on the future of these engineers' mathematical abilities.
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