Résumé
When mathematics is taught in the context of an advanced physics course, the status of the pieces of knowledge at stake results from a double transposition process. This process is twofold as it happens both on the mathematical and physical "sides" of the interface (from scholarly to teaching institutions, say), and between mathematics and physics (interdisciplinary transposition). This article surveys such a didactic ecosystem by focusing on a third-year introductory course in quantum mechanics at a French university. Based on the Anthropological Theory of the Didactic, we construct a model of the transposition processes and the corresponding praxeological changes at the interface between mathematics and introductory quantum mechanics. We thus network both macrodidactical analyses (transposition phenomena between institutions).