An analysis of concreteness math education activity in elementary education

Abstract

This  article  deals  with  the  analysis  of  teacher demonstrations that reflect particular performances  in  the  production  methods  of teaching  mathematics  in  elementary  school. Aims  to  enrich  the  debate  about  the  origin  of generational    objectivations    of    this    social practice  and  bring  the  plan  the  content  of subjective  determinations  that  derive  from  it. Analyses   delimiting   to   the   revelations   of retired     math     teachers     and     pedagogical working in the teaching of mathematics in the early years, which manifest themselves on the teaching   position   and   their   productions   in fulfilling    this    function.    We    consider    in analyzing  the  interactions  of  the  immediate practice linked to the universal process of this activity  they  are  part  of  the  teachers,  that  is, the  concreteness  of  the  necessary  connections that make the activity an essential category in the   investigation   of   human   practice.   The concern   is   the   nexus   of   teaching   activity, teaching  practice  agents  and,  therefore,  the personal   sense   that   is   expressed   for   the teacher  in  his  performance.  For  this  way  of view, emerges reflection in sense of answers to the  question:  what  objective  content  of  the characteristics  of  the  activity  are  generating senses and emotions of the teacher in teaching activity?   Therefore,   the   speeches   clippings were selected from four interviews with retired math  teachers  and  four  pedagogues  that  for  a dialogue    with    a    semi-structured issues, reported  on  their  teaching  practices.  These analyzes  have  emerged  about  reflections:  the determinations of the subjective aspects of the teacher   and   the   decisive   character   of   the structural  elements  of  foreign  activity  in  their individuality.