How is the content of university programs selected and structured? How does it evolve? In the anthropological theory of the didactic, external didactic transposition designates the processes through which knowledge to be taught is delimited and developed for delivery within a school institution, including universities. This paper presents a first international comparative research project focused on the external didactic transposition in European and Canadian undergraduate programs in mathematics. The project aims at analyzing the factors that motivate the evolutions of the programs, the procedures to develop them, as well as the constraints that limit broader modifications and can explain their current state. The exploratory study presented in this paper considers 10 case studies from universities in Canada, Denmark, France, Germany, and Spain. Data is mainly collected from semi-structured interviews with faculty having participated in recent design of undergraduate mathematics programs and syllabi. We identify both similarities and differences between programs and syllabi, with the differences being relatively significant between Canadian and European universities when it comes to the overall structure of programs, and less visible when considering the European programs, as well as the processes in general.

如何选择和组织大学课程的内容？它如何演变？在教学法的人类学理论中，外部教学法换位指代确定和发展要传授的知识的过程，以便在包括大学在内的学校机构内传递知识。本文提出了第一个国际比较研究项目，重点是欧洲和加拿大的数学本科课程中的外部教学转换。该项目旨在分析促使程序发展的因素，开发程序的程序以及限制更广泛修改并可以解释其当前状态的约束。本文提出的探索性研究考虑了来自加拿大，丹麦，法国，德国和西班牙的大学的10个案例研究。数据主要来自参加大学数学课程和教学大纲最近设计的教师的半结构式访谈。我们确定了课程和课程大纲之间的相似点和差异，在课程整体结构方面，加拿大和欧洲大学之间的差异相对较大，而在考虑欧洲课程以及总体流程时，差异并不明显。