Читать книгу Devolution and Autonomy in Education - Группа авторов - Страница 6

The concept of devolution, introduced by Brousseau (1982), is at the heart of the theory of didactical situations in mathematics, which itself has called for some research observations in didactics of mathematics, particularly in France, since the 1970s. I will then come back to the concept of “devolution”, which leads us to introduce a fundamental distinction between situational knowledge and institutional knowledge and to characterize the process of devolution. We will then be able to question the roles of the teacher, as well as of the student before concluding on the implications for the disciplines.