Resumen

VIVIANI, Camila Fernanda Biolcatti. The logical-historical movement in the childhood education: perspective for the teaching of Mathematics. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-35.  Epub 15-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-35.

This article aims to discuss the teaching of mathematics in early childhood education based on the logical-historical movement, using the theoretical foundations of historical-dialectical materialism and historical-cultural theory. It argues for mathematics that the teacher, from the perspective of dialectical theoretical thinking, should intentionally plan the teaching of mathematics in early childhood education. Thus, conceptual and scientific thinking is the basis of new formations and the learning process. A motive drives the concept, which is a product of social needs. We present the Teaching Guiding Activity as a theoretical-methodological basis for the formation of conceptual thinking in teaching and learning processes, and the Triggering Learning Situations as a resource for systematizing a problem that triggers the learning of a specific concept. This article is the result of theoretical and bibliographical research on the logical-historical movement. From this perspective, we present the Triggering Learning Situations as possibilities for teaching work, proposing, as an example, an activity based on the virtual history of the concept. We hope to have contributed to the defense of developmental teaching in early childhood education and the importance of learning in the development of the human psyche.

Palabras clave : Logical-historical movement; Conceptual thinking; Teaching mathematics; Early childhood education.

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