THINKING MOVEMENT AT THEORETICAL LEVEL OF THE ANGLE CONCEPT: REDUCTION FROM CONCRETE TO ABSTRACT
Keywords:learning triggering situation, study task, mathematics education, didactic experiment, angle theoretical concept
Overcoming traditional teaching method occurs through the scientific concepts teaching at theoretical level. This movement becomes possible with thinking development at theoretical level in students, incorporated by the logical-historical movement of concepts. Ergo, research was guided by the following question: how to promote thinking movement at theoretical level during teaching and learning of magnitude angle through a proposal of Developmental Teaching articulated with Teaching Guiding Activity (TGA) in the Elementary School sixth grade? Thereunto, studies were based on Developmental Teaching and on TGA. Therefore, a didactic experiment was developed through two Learning Triggering Situations (LTS) articulated with actions by proposed Davídov. Two first actions were performed through two sensory object games and contemplated by fifth and sixth study actions, during all the formative experiment, through analyses, interventions, and guidance. Then, through learning of elements which compose the conceptual system, participants developed components consistent with theoretical-level thinking following the movement of reduction from concrete to abstract, so that they unveiled the genesis of the concept and modeled the essential relation through abstractions and generalizations based on the need for quantification of rotation movement.
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Copyright (c) 2022 Tiago Back, Josélia Euzébio da Rosa
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