ABSTRACT
Implications for teaching of the theories put forward in the previous chapter are many and varied depending on which aspects are stressed and which are relatively ignored. In this chapter the influential approach to learning and to designing teaching led by Guy Brousseau in France is developed and explored. Conditions for effective learning are very complex and intertwined. In addition to the sorts of assumptions and theories described in the previous chapter there are more detailed tensions and issues to be examined and closely probed.
