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In this article, we identify the didactic conditions for learning mathematicsin kindergarten. To do so, we rely on the framework of the theory of didacticsituations (Brousseau, 1998) and the notion of problem-situation (Douady,1984). We first explain what constitutes for us the stakes of teachingmathematics in kindergarten and then, based on examples, we highlight theconditions related to the stakes of the pupils' activity, to thecharacteristics of the situations proposed to the pupils and to the teacher'sinterventions.

Doing mathematics in kindergarten: Under what conditions?