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Education Set
coordinated by Angela Barthes and Anne-Laure Le Guern
Volume 9
Devolution and Autonomy in Education
Edited by
Pablo Buznic-Bourgeacq
First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd
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www.iste.co.uk
John Wiley & Sons, Inc.
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© ISTE Ltd 2021
The rights of Pablo Buznic-Bourgeacq to be identified as the author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2021936092
British Library Cataloguing-in-Publication
Data A CIP record for this book is available from the British Library
ISBN 978-1-78630-698-2
Foreword
The Devolution Process within the Framework of the Theory of Didactical Situations
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.
Some observations on the didactics of mathematics and theory of didactical situations
The term “didactics” refers to many points of view that depend on the history of research communities in different disciplinary didactics. In didactics of mathematics, a broad anthropological point of view prevails (Sarrazy 2005), which is reflected, for example, in the following definitions:
[…] the didactics of mathematics [is] the science of studying and helping to study (questions of) mathematics (Bosch and Chevallard 1999, p. 79).
It is the science of the specific conditions regarding the diffusion of mathematical knowledge necessary for human occupations (broad sense) (Brousseau 2003, p. 2).
Both
