Guiding educational activity and davydov's proposition for mathematics teaching organization

Abstract

We  present  a  bibliographic  study  about  the fundamentals   of   Historical-Cultural   Theory, which  guide  the  way  of  mathematics  teaching organization    in    the    context    of    guiding educational  activity  and  the  proposition  by Davydov.  The  focus  consists  on  interpretation and    solving    problems    on    addition    and subtraction.    The    investigative    movement occurred    in    two    interconnected    moments: theoretical  study  and  based  in  it,  elaboration and   organization   of   a   learning   triggering situation.    The    results    indicate    that    the conceptual  movement  on  the  way  of  teaching organization  based  on  the  Historical-Cultural Theory  follows  from  the  general  to  particular, conducted  by  a  universal  part-whole  relation. Arithmetic, algebraic and geometric significations are interrelated on the procedures   from   the   concrete   to   abstract (graphic  and  literal  modeling),  and  ascension from abstract to concrete (different applications).