Abstract

REBOUCAS, Marcos Sérgio Carvalho; OLIVEIRA, Marcos Antônio de  and  BEZERRA, Diogo Pereira. Conceptual relationships in Freire, Piaget and Vygotsky used in the teaching and learning of mathematics and in teacher training. Educ. Form. [online]. 2024, vol.9, e13259.  Epub Dec 16, 2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v9.e13259.

This study seeks to identify and describe which main concepts and perspectives in Freire, Piaget and Vygotsky are used in the process of teaching and learning Mathematics and in teacher training. To this end, qualitative, bibliographical, State of the Art research was carried out. The data obtained was communicated by the Brazilian Digital Library of Theses and Dissertations and the search was based on previously defined descriptors. From their analysis, it was found that Freire's concepts are widely used in the education of young people and adults; those of Piaget, in Early Childhood Education and early years; Vygotsky's cover, predominantly, from Early Childhood Education to Higher Education; and that all concepts are widely adopted in teacher training. Among the authors' contributions, the guaranteed assumptions of problematization, mediation, contextualization, games and active actions are common when looking for ways to teach Mathematics. Finally, it was found that, beyond the divergences in thought, the authors complement each other in constructing an interactionist view of learning.

Keywords : theoretical contributions; interactionism; mathematic; pedagogical practices..

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