RUME 28
2026
Alexandria, Virginia
Transposition Instability Due to Novel Mathematical Organizations for Life Sciences
Page: 397
This study examines how institutions navigate praxeological uncertainty when implementing Modeling Life, a mathematical modeling curriculum for life sciences students. Using the Anthropological Theory of the Didactic, we analyzed implementation across five institutions where didactic transposition processes remain under active negotiation. We identify four interconnected patterns: positioning uncertainty, epistemological conflicts, human resource demands, and systematic adaptations. These findings illustrate how novel mathematical organizations whose requirements exceed existing institutional conditions both generate and are shaped by institutional adaptation processes during ongoing curricular development.