Abstract
This paper suggests considering representational phenomenon as focal in an individual-social approach of students’activity in educational situations.First, a review of researches about students’activity allows to identify four directions for the connection between its cognitive and social dimensions (solipsism, social cognition, interactionism, individual-social integration).Second, the presentation of an empirical case shows what the description of representational experiences may bring in the scope of the « course-of-action » method and Brandom’s inferentialist theory.