LOGICAL-HISTORICAL PROBLEM: CONCEPTUAL LEARNING AND MATHEMATICS TEACHERS TRAINING
DOI:
https://doi.org/10.19177/prppge.v8e0201429-44Keywords:
Formação de Professores, Educação Matemática, Problema, Atividade de Ensino, Teoria Histórico-CulturalAbstract
The article proposes a discussion of the concept of problem from the cultural-historical perspective and analyzes its implications for mathematics education and teacher training. It emphasizes the relationship between problem and need, and the dialectical unity between the logical and the historical aspect of the concept. These aspects are analyzed in a proposal for teacher training and the results show that is possible to understand the problem solving as teacher education methodology and to understand the process of teacher training as a problem in movement, whose resolution aims to encourage the appropriation of theoretical and methodological tools that allow the objectification of new teaching activities in the pedagogical praxis.
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Published
2014-03-20
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Poiésis is licensed under a Creative Commons Atribuição-Uso Não-Comercial-Não a obras derivadas 3.0 Unported License.