EMBODIMENT AND A-DIDACTICAL SITUATION IN THE TEACHING-LEARNING OF THE PERPENDICULAR STRAIGTH LINES CONCEPT.

My research was born from the idea that difficulties and problems students of different grades have, mainly come from language and, in general, from the formal aspect of mathematical concepts. It appeared extremely important to me to consider two sides apparently divergent The specific quality of mathematics and its own language The role of the context (space, time, people) in communicating mathematics Do not forget that language is not only a source of trouble; it is also a necessary player in every learning process, this point is really discussed in recent works about mathematics education (Mayer, Radford, Duval). My personal idea is that, in order to make easier the mathematical communication, it is necessary to create a proper context. The theoretical idea I go with is the one from Guy Brousseau who in “Theory of Situation” defines the milieu: the environment where the student and his knowledge building process happen