THE LIMITS OF TEACHING MATHMATIC IN EVERYDAY FOR THE FORMATION OF SCIENTIFIC CONCEPTS
DOI:
https://doi.org/10.19177/prppge.v8e0201445-63Keywords:
Everyday, Mathematics Teaching, Historic-Cultural Perspective.Abstract
This article aims to show the ways in which everyday life is emphasized in mathematics in the early years of basic schooling, based on two documents that configure themselves as the main curriculum references in Brazilian schools: Parâmetros Curriculares Nacionais para o Ensino Fundamental (BRASIL, 1997) and Referencial Curricular Nacional para Educação Infantil (BRASIL, 1998). The appreciation of everyday school environment brings reflections on the limits of knowledge in practical-utilitarian dimension to the understanding the mathematical concepts developed inside their fullest logical-historical potential. Our analysis indicates the need to recover the instructive school dimension in order to consolidate a proposal for mathematics education based on cultural-historical perspective.
Downloads
Published
Issue
Section
License
![Licença Creative Commons](http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png)
Poiésis is licensed under a Creative Commons Atribuição-Uso Não-Comercial-Não a obras derivadas 3.0 Unported License.