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Theory of Didactical Situations (TDS), developed by Brousseau (1997) , can be defined as a model that allows students to construct their own knowledge by engaging in a problem situation, specifically designed by the teacher for the emergence of a targeted knowledge. The key concept of the model is called adidactical milieu, which means an environment that minimizes the teacher's interventions in terms of knowledge. The aim of this study was to design an adidactical milieu based on the TDS indoi:10.17152/gefad.87231 fatcat:r6oek5qmlvdsnkbwpxbom3zxui