Brousseau s theory of didactical situations in mathematics and an application of adidactical situations

Özet

\r\n Researches in education have been leading to several educational theories and models in the last century. As a result of this, mathematics education has been affected by this development, a series of innovations has been made in the education field, and these innovations' adaptations and effectiveness have been investigated by researchers. The theory of didactical situations in mathematics (Brousseau, 1998) is one of these educational theories. This article aims to introduce both this theory and adidactical situations which play an imminent role in this theory and to present an application of adidactical situations to describe experiences during the different phases of this theory. For this purpose, an activity on the barycentre of a triangle was administered to eight-grade students and the stages of adidactical situation were observed and video-taped. At the end of the study, taking into account the five stages of adidactical situations students' experiences were described.\r\n