发表机构
Université Paris-cité; Université Clermont-Auvergne（巴黎西岱大学; 克莱蒙奥弗涅大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
该文介绍Brousseau的情境理论，涵盖其起源、系统方法、架构、关键概念及预测解释功能，并以几何教学工程案例说明其应用。
AI 中文摘要
Guy Brousseau 于 20 世纪 60 年代开始发展情境理论，其雄心是建立一种数学的实验认识论。几十年来，该理论在众多研究者的贡献下不断结构化、巩固和扩展。如今，它被公认为数学教育中“真正的基础理论”之一。在本章中，我们将描述该理论存在的基础和原因，其处理教学与学习问题的系统方法，其当前架构——该架构连接了数学情境理论和教学情境理论，及其关键概念，以及其功能，特别是预测和解释功能。我们将以几何学中的一个例子来说明这一展示，该例子也凸显了教学工程方法论在该理论及相关工作中的作用。
英文摘要
Guy Brousseau began developing the theory of situations in the 1960s, with the ambition of building an experimental epistemology of mathematics. Over the decades, the theory has been structured, consolidated and extended, drawing on the contributions of numerous researchers. It is now recognized as one of the ''genuine ground theories'' in mathematics education. In this chapter, we will describe the foundations and reasons for the existence of this theory, its systemic approach to teaching and learning issues, its current architecture, which articulates a theory of mathematical situations and a theory of didactic situations, and its key concepts, as well as its functions, particularly its predictive and explanatory functions. We will illustrate this presentation with an example in geometry that also highlights the role played by the didactic engineering methodology in this theory and related work.
