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