Connected Working Spaces: the case of computer programming in mathematics education

International audienceIn current approaches of mathematics education at the upper secondary level, activities proposed to students involve several domains in interaction. After studying activities about modelling or functions, we question here the development in many mathematical curricula around the world of activities involving computer programming, sometimes labelled “coding” or “algorithmics”. The motivation of this paper is that a suitable theoretical framework is required to make sense of students’ work in activities involving various domains, taking into account the semiotic dimension as well as the use of instruments, and the contents and reasoning specific to each domain