The nature of mathematical knowledge and the historical dimension of the concept in the organization of teaching for meaningful learning

Abstract

In this article, based on the foundations of Cultural-Historical Theory and our research findings, we aim to demonstrate how a teaching situation organized based on the logical-historical movement of the concept enables meaningful learning processes. We consider mathematical knowledge to be a humanly constructed product, the result of social life practices, and that the child, by attributing meaning to the ideas shared in such practices, appropriates historically constructed social meanings, learns, and develops by establishing relationships and creating new ideas. As a result of our studies on the conceptual nexus of the concept of measurement, which is defined as a link between concepts and which is fixed by the logical-historical movement of the concept, we have developed a brief analysis based on a triggering learning situation developed with early childhood education students to work with this concept and we point out how human relationships mediated by historically produced cultural instruments are essential for meaningful learning to take place from the beginning of schooling.