On the notion of Olympic Didactic Situation applied to the context of the International Mathematical Olympiad

Abstract

The present article presents a specific theoretical-conceptual order of a structuring of research in Mathematics Didactics with the purpose of showing a discussion and the opportunity of reaching didactic-methodological knowledge involving the teaching of Plane Geometry through Olympic Problems obtained from the evaluations of the International Mathematical Olympiad. The objective of the work is to carry out a Didactic Engineering aiming at the structuring of an Olympic Didactic Situation, with emphasis on the teaching of Plane Geometry, with the support of the educational software GeoGebra as a technological resource with the purpose of providing the understanding of new resolutions to the students through the commands and visualization of the figures exposed in the Olympic didactic problem-situation. The methodology of Michèle Artigue (1988) was used, the Didactic Engineering listed in its first phases: Preliminary Analysis and Design and Analysis a priori of the didactic situation, with dedication to the design and modeling of plane figures of an Olympic problem-situation in addition to the Theory of Didactic Situations of Guy Brousseau (1986) and the educational software GeoGebra as a technological resource collaborating in the construction along with the operational commands and the visualization of the figure. This proposal has importance in an Olympic Didactic Situation for mathematics teachers to promote moments of interaction that favored the execution in the classroom or in the preparation of procedures for the International Mathematical Olympiad, i.e., for better planning and methodological learning applied in the school environment.