This third module is dedicated to the characterization of mathematical situations. We will consider Brousseau’s question: “Why study situations if what is at stake is to acquire institutional knowledge?”
This module includes the distinction made by Brousseau between ‘problem’ and ‘situation”. The example of the race to twenty situation is introduced and will be developed in other modules. We introduce the properties and components of mathematical situations: milieu, stake and action situation as a general model.
Brousseau G. (1997). Theory of didactical situations in mathematics. Didactique des mathématiques, 1970 - 1990. Kluwer Academic Publishers : Dordrecht / Boston / London.
Brousseau G. (2010). Le cours de Sao Paolo (2009) http://guy-brousseau.com/cours-2010-les-situations-mathematiques-proprietes-et-composantes/