Fundamental Situation: constitutive models

Abstract

In the field of Mathematics Didactics, the notion of Fundamental Situation is widespread; however, there are controversies about how to conceive and use such a situation, whether in research or mathematics classes. In this sense, this research aims to reflect on the creation and use of Fundamental Situations in the field of Mathematics Education. This is a theoretical and qualitative study, with a bibliographical research bias, which includes a review of the literature on the Fundamental Situation. The study reveals different conceptions about the studied notion; such ideas complement each other and can favor its conception and use in mathematics classrooms.

Keywords:
Milieu; Situation Theory; Mathematics Didactics