Contributions of the Galperin-Talízina didactic system for the organization of geometry education

Abstract

The  geometric  content  has  been  marginally  in the  curricula  since  Basic  Education  and  its light  education  has  little  to  contribute  to  the quality   of   learning   and   the   formation   of students' geometric thinking. The present text presents  possibilities  of  organization  of  the teaching  of  geometric  concepts,  based  on  the assumptions     of     the     Theory     of     Staged Assimilation  of  Galperin  Mental  Actions  and the    Theory    of activity in Talizin    and Valadarskaya.    It    is    characterized    as    a theoretical-bibliographic study on the philosophical   and   epistemological   bases   of historical-dialectical  materialism  that  support this intentional organization of teaching in the area  of mathematics.  It  is  evident  that  during the process of learning - assimilating a concept at the level of consciousness and generalization - actions   act   according   to   a guiding  principle  and  are  modified  from  their material form to mental action, now integrated with  thought  .  In  the  field  of  Didactics,  this result and its potential developments are very important  in  proving  that  it  is  possible  to organize    the    actions    of    assimilation    of geometrical concepts through planned learning activities.