Logical-historical movement of the concept and organization of teaching: contributions to the training of teachers who will teach mathematics

Abstract

The present article aims to reflect on the study of the logical-historical movement of the concept as a promoter of discussions on the teaching of mathematics, running from a sharing space between students of two Bachelor's in Special Education, Mathematics and Pedagogy courses. A part of a Master's research carried out in the Post-Graduation Program in Education (PPGE/UFSM) was discussed, which was triggered by an Extension Course entitled “Fundamental Measures in Teaching: What is taught in school?” with the participation of eleven students in two three courses. The theoretical foundation of research, based on Historical-Cultural Theory and the Theory of Activity, part of the understanding of mathematics as a cultural product and gives the premise that the process of training a professor involves the appropriation of different knowledge, including the logical-historical movement of constitution two concepts that will be taught. As research actions, guided by a referential nature, are intended to promote understanding of the two concepts involved and trigger training activities in the subjects who make up part of the training space. From the analysis of a dinner that has found the stated objective, we can show that becoming a professor who will teach mathematics requires study activity regarding the logical-historical movement of constituting two concepts that will teach, or that it can result in new meanings attributed to Your training and enable the organization of a teaching focused on the development of your students.