ABSTRACT Taking the example of teaching mathematical modelling in university degrees, this paper focuses on how the unit of analysis adopted by different research frameworks in mathematics education transforms a teaching problem into a research one. The transformation starts by including a specific way of conceiving not only the activity of modelling but also its possible evolutions and connections with more general mathematical or scientific activities. This epistemological dimension of the research problem can be enlarged by what we call the ecological dimension, that is, the set of conditions and constraints that allow or hinder the existence of specific mathematical activities, such as modelling, as normalised school practices, in particular, at the university. The institutional perspective adopted by the Anthropological Theory of the Didactic integrates both dimensions. This integration leads to the formulation of new research questions in the domain of modelling and applications and provides new tools to address them systematically.

中文翻译：

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研究问题制定中的分析单元：以大学层面的数学建模为例

摘要 本文以大学学位数学建模教学为例，重点研究数学教育中不同研究框架所采用的分析单元如何将教学问题转化为研究问题。转变首先包括一种特定的方式，不仅可以设想建模活动，还可以设想其可能的演变以及与更一般的数学或科学活动的联系。研究问题的认识论维度可以通过我们所说的生态维度来扩大，即允许或阻碍特定数学活动（例如建模）存在的一组条件和约束，特别是作为规范化的学校实践，在大学里。教学人类学理论所采用的制度观点整合了这两个维度。这种整合导致在建模和应用领域提出新的研究问题，并提供新的工具来系统地解决这些问题。