Resumen

GLADCHEFF, Ana Paula  y  SOUZA, Neusa Maria Marques de. The nature of mathematical knowledge and the historical dimension of the concept in the organization of teaching for meaningful learning1. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-21.  Epub 15-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-21.

In this article, based on the foundations of Cultural-Historical Theory and our research findings, we aim to demonstrate how a teaching situation organized based on the logical-historical movement of the concept enables meaningful learning processes. We consider mathematical knowledge to be a humanly constructed product, the result of social life practices, and that the child, by attributing meaning to the ideas shared in such practices, appropriates historically constructed social meanings, learns, and develops by establishing relations and creating new ideas. As a result of our studies on the conceptual nexus of the concept of measurement, which is defined as a link between concepts and which is fixed by the logical-historical movement of the concept, we have developed a brief analysis based on a triggering learning situation developed with early childhood education students to work with this concept and we point out how human relations mediated by historically produced cultural instruments are essential for meaningful learning to take place from the beginning of schooling.

Palabras clave : Logical-historical movement of the concept; Teaching organization; Mathematics teaching activity; Conceptual nexus of measurement; Problem situation.

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