Abstract
The paper presents a part of a broader research developed in the frame of the Theory of didactical situations in mathematics and focusing on how to understand study and improve students’ school culture in case of problem solving in mathematics education. It studies the influence of the process of devolution and problem posing on students’ approach to problem solving in mathematics and on their motivation to transform their traditional approaches to it into more active and more “mathematical” ones.
The five-stage organization of the developed didactical situation is described with respect to the role of devolution in each of the stages.