Resumen

ALVES, Lukas Adriel Francisco  y  SILVA, Maria Marta da. Logical-historical movement and the formative proposal of the MathClub: a look at the organization of the teaching of the concept of number. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-39.  Epub 15-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-39.

This article's main objective is to investigate how a situation that triggers learning about the concept of number contributed to the understanding of the logical-historical movement, as a proposal for organizing the teaching of mathematical concepts. The Mathematics Club of the State University of Goiás, Campus Sudoeste, Sede Quirinópolis, was the training space that hosted the research activities. In this context, during the period from 2017 to 2023, approximately thirty mathematics teachers in training participated in a training experiment that sought answers to the following problematizing question: What are the training contributions that the organization of teaching mathematical concepts offered by the Mathematics Club, from the logical- historical movement, can it bring to Mathematics teachers in initial training? The results provide evidence that the subjects understood mathematical concepts as human productions that materialize responses to needs posed in an objective reality. They also indicate that they see the need for teachers and students to have the opportunity to teach and learn mathematical concepts based on a general model of actions that prioritizes the historical elements that support the needs of their emergence and development.

Palabras clave : Initial training; Mathematics Teachers; Learning Triggering Situation; Emergence and development of concepts.

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