Resumo

CAMMAROTA, Giovani  e  CLARETO, Sônia Maria. A cognição em questão: invenção, aprendizagem e educação matemática. Práxis Educativa [online]. 2012, vol.07, n.02, pp.585-602. ISSN 1809-4309.

This paper proposes a dialogue between the notion of invention and mathematical instruction, mainly, the mathematics classroom. The discussion is based upon an episode of field research, carried out in the Cartography method in a public school in Juiz de Fora/MG. Around this episode, two discourses are articulated about cognition and learning: the Conceptual Field Theory, by Gérard Vergnaud, and the Semantic Field Model, by Rômulo Lins. The invention crosses both discourses transversally, creating possibilities of thinking learning as a co-production of self-world.

Palavras-chave : Inventive Cognition; Learning Models; Mathematics Classroom.

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