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This paper proposes a standard documentary framework called Databook for Data Science projects. This proposal is the result of five years of action-research on multiple projects in several sectors of activity in France and a confrontation of standard theoretical processes of Data Science, such as CRISP_DM, with the reality of the field. The minimalist and flexible structure of the Databook prototype, described and illustrated in this paper, has revealed its operationality on more than a hundred projects and has been recognised by various stakeholders as an excellent facilitator of Human Data Mediation, especially for multi-skilled projects. Beyond its proven benefits for project efficiency, this framework, conceived as a frontier object, can be applied more broadly to data project portfolio management and data value, governance and quality. By surpassing the computational aspect of the models, the Databook is an answer to the issues of interpretability and auditability of algorithms. [ABSTRACT FROM AUTHOR]

There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems, and digital resources, we show how these theories and the long-term connection established in this tradition with the fields of cognitive ergonomics and computer sciences have influenced technological research and its outcomes. We also show that, conversely, didactic technological research has led to original and influential theoretical constructions, such as the instrumental approach and the documentational approach to didactics, and that it has contributed in a substantial way to the opening of this didactic tradition to other didactic cultures and other communities, beyond the didactic one. [ABSTRACT FROM AUTHOR]