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This paper focuses on two mathematical topics, namely continuous probabilitydistributions (CPD) and integral calculus (IC). These two sectors that arelinked by a formula are quite compartmented in teaching classes in France. Themain objective is to study whether French students can mobilize the sector ofIC to solve tasks in CPD and vice versa at the transition from high school tohigher education. Applying the theoretical framework of the AnthropologicalTheory of the Didactic (ATD), we describe a reference epistemological model(REM) and use it to elaborate a questionnaire in order to test the capacity ofstudents to bridge CPD and IC at the onset of university. The analysis of thedata essentially confirms the compartmentalisation of CPD and IC.

Bridging probability and calculus: the case of continuous distributions and integrals at the secondary-tertiary transition