2022 Volume 15 Issue 2 Pages 115-127
In this contribution we will present an ongoing research project on mathematical practices in electrical engineering. Starting with interesting phenomena we have encountered in our research regarding the relationship of mathematics and engineering, we provide some general thoughts on the notions application and modelling. We then present our own vantage point: Using the Anthropological Theory of the Didactic (ATD), we take an institutional point of view on mathematical practices. This allows us to conceptualise two ideal type mathematical discourses corresponding to different epistemological constitutions of mathematical knowledge in mathematics courses for engineers and in advanced courses in electrical engineering, respectively. We will enrich our presentation with short vignettes of our latest research results to illustrate the kind of insights that the institutional point of view enables us to gain particularly regarding educational issues.