<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100308</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-39</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Movimento lógico-histórico e a proposta formativa do Clube de Matemática: um olhar a partir da organização do ensino do conceito de número]]></article-title>
<article-title xml:lang="es"><![CDATA[El movimiento lógico-histórico y la propuesta formativa del Club de Matemáticas: una mirada a la organización de la enseñanza del concepto de número]]></article-title>
<article-title xml:lang="en"><![CDATA[Logical-historical movement and the formative proposal of the MathClub: a look at the organization of the teaching of the concept of number]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Lukas Adriel Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria Marta da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo principal investigar como uma situação desencadeadora de aprendizagem acerca do conceito de número contribuiu para o entendimento do movimento lógico-histórico, como proposta para a organização do ensino de conceitos matemáticos. O Clube de Matemática da Universidade Estadual de Goiás, Campus Sudoeste, Sede Quirinópolis, foi o espaço formativo que abrigou as ações da pesquisa. Nesse contexto, durante o período de 2017 a 2023, aproximadamente trinta professores de Matemática em formação participaram de um experimento formativo que buscou respostas a seguinte questão problematizadora: Quais são as contribuições formativas que a organização do ensino de conceitos matemáticos ofertada pelo Clube de Matemática, a partir do movimento lógico-histórico, pode trazer a professores de Matemática em formação inicial? Os resultados dão indícios de que os sujeitos compreenderam os conceitos matemáticos como produções humanas que materializam respostas às necessidades postas na realidade objetiva. Também indicam a necessidade de professores e dealunos terem a oportunidade de aprender os conceitos matemáticos a partir de um modelo geral de ações que privilegie o movimento lógico-histórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo principal de este artículo es investigar cómo una situación que desencadena el aprendizaje del concepto de número contribuyó a la comprensión del movimiento lógico-histórico, como propuesta para organizar la enseñanza de conceptos matemáticos. El Club de Matemáticas de la Universidad Estatal de Goiás, Campus Sudoeste, Quirinópolis, fue el espacio de formación que acogió la investigación. En este contexto, de 2017 a 2023, aproximadamente treinta profesores de matemáticas en formación participaron en un experimento formativo que buscaba respuestas a la siguiente pregunta: ¿Cuáles son las contribuciones formativas que la organización de la enseñanza de los conceptos matemáticos ofrecida por el Club de Matemáticas, basada en el movimiento lógico- histórico, puede aportar a los profesores de matemáticas en formación inicial? Los resultados muestran que los sujetos entendieron los conceptos matemáticos como producciones humanas que materializan respuestas a las necesidades planteadas por la realidad objetiva. También indican la necesidad de que profesores y alumnos tengan la oportunidad de aprender los conceptos matemáticos a partir de un modelo general de acciones que favorezca el movimiento lógico-histórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Situação Desencadeadora de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Surgimento e desenvolvimento dos conceitos]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Situación desencadenante del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Surgimiento y desarrollo de conceptos]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teachers]]></kwd>
<kwd lng="en"><![CDATA[Learning Triggering Situation]]></kwd>
<kwd lng="en"><![CDATA[Emergence and development of concepts]]></kwd>
</kwd-group>
</article-meta>
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