The logical-historical movement in the childhood education: perspective for the teaching of Mathematics

Abstract

This article aims to discuss the teaching of mathematics in early childhood education based on the logical-historical movement, using the theoretical foundations of Historical-Dialectical Materialism and Historical-Cultural Theory. It advocates for mathematics teaching to be intentionally planned by the teacher from the perspective of dialectical theoretical thinking since early childhood education. Thus, conceptual and scientific thinking is the basis of new formations and the learning process. The concept is a product of social needs and is therefore driven by a motive. The Teaching Guiding Activity is presented as the theoretical-methodological basis for the formation of conceptual thinking in teaching and learning processes, and the Triggering Learning Situations as a resource for systematizing a problem that triggers the learning of a given concept. This article is the result of theoretical and bibliographical research based on the logico-historical movement.  From this perspective, we present the Triggering Learning Situations as possibilities for teaching work, proposing, as an example, an activity based on the virtual history of the concept. We hope to have contributed to the defense of developmental teaching in early childhood education and the importance of learning in the development of the human psyche.