The Role of Algebraic Models and Theory in Danish Lower Secondary School

In this paper, we address the external didactical transposition of algebra in Danish lower secondary school. The theory of praxeology and especially the construction of a praxeological reference model enable us to analyse what elementary algebra praxeologies are currently to be taught in Danish lower secondary school according to curriculum, textbook material, and the written examination at the end of grade 9. To exemplify the set of conditions and constraints that affect the role of algebraic modelling and level of theory in praxeology we will use “algebra models in geometry” as a case.