Resumo

SOUSA, Maria do Carmo de. The organization of fraction teaching in Basic Education from the logical-historical movement. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2022, vol.6, n.2, a2022-66639.  Epub 02-Out-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv6n2.a2022-66639.

The article aims to discuss the need to reflect, together with teachers of Mathematics of Basic Education, both in undergraduate courses and in schools, the possibilities of organizing the teaching of mathematical concepts, among them fraction from learning triggering situations that are based on the logical-historical movement of the concept. In this context, “the fraction can be understood in at least two ways: as an operative technique or as language, thought, creativity and reading of the world” (LIMA, 1998, s/p) when one understands its conceptual concepts, quantities and measures, which are historically constituted by the various social and cultural groups. It is assumed that the logical-historical movement of the concept can be understood as a didactic perspective for the teaching of Mathematics. It is from this movement that the teachers of Basic Education, when dealing with mathematical concepts in their classrooms, can prioritize the theoretical thinking of the fraction, so that it is able to provide the development of students, according to the assumptions of historical-cultural theory.

Palavras-chave : Learning triggering situations; Theoretical thinking; Historical-cultural theory.

        · resumo em Português     · texto em Português     · Português ( pdf )