Reclaiming the Theory of Didactic Situations: A Current Research Paradigm in Mathematics Education

Abstract

The Theory of Didactic Situations developed by Brousseau in the 1970s was an innovative proposal, especially because of his conviction that the emerging field, Didactics of Mathematics, should be supported by methodologies that gave an essential role to the design of situations capable of making mathematical knowledge emerge from the interactions of students with a designed and controlled environment. This position radically changed the conception of learning in his proposal; direct learning and learning by imitation had no place in the theory. This theory has prompted different theoretical and experimental works reflecting on its theoretical positions. It has also led to discussions and controversies due to the fact that other theories differ from its conceptions on the design, the control of variables or the conception of the subject in the didactic system. The objective of this article is, after making a study of the theory, to defend the thesis that the Theory of Didactic Situations is a paradigm that not only remains valid in the field of Didactics of Mathematics but also evolves thanks to the contributions of different researchers in the field. I formulate that it is necessary to share with the community of mathematics educators interested or not in the theory, the interpretations and new developments of the thinkers who continue to develop their work under these theoretical principles.