Didactic transposition and the theory of didactic situations: the path towards a contextual approach in the teaching of mathematics

Abstract

The purpose of this article is to conduct a theoretical review of the conceptual foundations of didactic transposition, teaching situations, and the contextual approach as pillars of mathematics teaching. First, it addresses didactic transposition as the bridge between scientific knowledge and learning, highlighting the legacy of Chevallard (1991), who conceptualized this process as the necessary transformation of scientific knowledge into taught knowledge. It explores contemporary authors who demonstrate the relevance of this theory for improving educational  practice. Next, it presents Brousseau's (1986) theory of didactic situations as a facilitating framework for the construction of knowledge in the classroom through the interaction between students teachers, and the environment. Its relevance to designing problem-solving situations that promote meaningful learning in mathematics is analyzed through recent research. This article examines the importance of teacher training for the application of both approaches.  It  also reflects  on the relevance  of  context in  the  teaching-learning process, considering sociocultural conditions and the specific characteristics of the environment to enhance knowledge construction. The article used the hermeneutic method, document review, and content analysis. Finally, it concludes that didactic transposition, the theory of teaching situations, and the contextual approach remain relevant, converging in an integrative didactic approach that allows for meaningful learning and distances mathematics teaching from abstractionism. It raises the need to rethink teaching practice for the effectiveness of these approaches.