This fifth module is dedicated to the concept of formulation situation.
Implicit situational knowledge has been recognized as useful for action. For a formulation to occur, one has to encounter a new situation during which formulation is necessary. The status of the situational knowledge changes when some aspects of knowledge are formulated, as we will develop in this module.
Brousseau, G. (1997). Theory of didactical situations in mathematics. Didactique des mathématiques, 1970 - 1990. Kluwer Academic Publishers : Dordrecht / Boston / London.
Briand, J., Loubet, M. & Salin, M.-H. (2004). Apprentissages mathématiques en maternelle. Paris : Hatier.