Resumen

FRANCO, Patrícia Lopes Jorge; LONGAREZI, Andréa Maturano  y  MARCO, Fabiana Fiorezi De. The theoretical-practical unit of the didactic-formative intervention in the context of teaching. Ciência educ. [online]. 2019, vol.25, n.3, pp.705-723.  Epub 30-Sep-2019. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320190030002.

The topic concerns the theoretical-practical unit of didactic-formative interventions in the teaching by a Mathematics teacher, and of elementary school students in a public school. This longitudinal research was carried out in the light of the historical-cultural, historical-dialectical materialist method, whose theoretical and methodological orientation favors subjects’ interrelating their teaching and study activities in didactic-formative interventions. In this article, the objective is to discuss how the organization of teaching for the development of scientific-theoretical thought among students is constituted as content-form in the developmental process of the individuals involved. Results show that the teacher presents the development of the mental action on teaching, offering didactic elements that can guide students to think and act through the essence of scientific concepts in Algebra. Some students achieve a certain mastery of the logical mental means and actions of the internal movement represented by the theoretical concept of functions and linear and quadratic equations from the essence of the links and nexus that compose them.

Palabras clave : Mathematics teaching; Historical-cultural theory; Dialectical logic; Theoretical thinking; Developmental didactics.

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