Abstract
In the late seventies Brousseau played a leading role in the development of ‘didactique des mathématiques’ as a scientific discipline. He stated the necessity to consider a “didactical variety” of concepts:
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Notes
- 1.
COREM : centre d’observation et la recherche sur l’enseignement des mathématiques, see http://guy-brousseau.com/le-corem/
- 2.
The exact term in Theory of situation is “actant”, which refers to a hypothetical player who acts rationally and economically, without being subject to the didactic contract.
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Acknowledgements
This paper has greatly benefit from the interactions I had with Annie Bessot (Grenoble-Alpes University) within the project ICMI AMOR project (Awardees Multimedia Online Resources https://icmiamor.org/) directed by Jean-Luc Dorier (Geneva University). In this project, Anie Bessot and myself have been in charge of the conception of ten video clips presenting the work of Guy Brousseau (Felix Klein Medal, 2003).
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Margolinas, C. (2022). Theory of Didactical Situations in Mathematics: An Epistemological Revolution. In: Chevallard, Y., et al. Advances in the Anthropological Theory of the Didactic. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-76791-4_4
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