Abstract
A central concept in the Theory of Situations is that of a Fundamental Situation. At first glance, this can appear to be simply a theoretical item, with major impact in the study of the field rather than in applications. Further examination reveals that in fact it has extreme and vital importance in the classroom and for students. The Fundamental Situations underlying the learning of different mathematical concepts are not simply tools of the researcher’s trade—they are crucial to the entire structure and use of the Theory of Situations.
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Notes
- 1.
The titles of the sessions are not lesson titles. They are not intended for the children. They are formulated with the aid of a vocabulary and concepts which are not those of the children, but which describe the activity in the appropriate mathematical and didactical terms.
- 2.
Brousseau points out (personal communication) that the children in some sense “ought” to worry, since the validity of a model should always be verified. On the other hand, in this instance jolting their naîve assumptions would only have derailed the process.
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Warfield, V.M. (2014). A Fundamental Situation for Statistics. In: Invitation to Didactique. SpringerBriefs in Education, vol 30. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8199-7_3
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DOI: https://doi.org/10.1007/978-1-4614-8199-7_3
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