O DESENVOLVIMENTO DE SITUAÇÕES DESENCADEADORAS DE APRENDIZAGEM POR MEIO DAS AÇÕES DE ESTUDO PROPOSTAS POR DAVÍDOV: UMA ARTICULAÇÃO ENTRE ATIVIDADE ORIENTADORA DE ENSINO E TEORIA DO ENSINO DESENVOLVIMENTAL

Abstract

How to organize the teaching of mathematics with the potential to promote the learning of scientific concepts and the development of theoretical thinking? That was the question that triggered the present research. We carried out a developmental didactic experiment with students of the Pedagogy Course of a university located in the south of the State of Santa Catarina, Brazil, with the following objective: to investigate the potential of the way of teaching Mathematics in the light of the Teaching and Teaching Activity Theory of Developmental Teaching in initial teacher education. Due to the pandemic moment, the classes were held via the Zoom Platform, during the second semester of 2020. We developed Triggering Learning Situations through the four Davidovian study actions. In the specificity of the present work, we will present the reflections regarding the conceptual system of natural number, fractional number, addition, subtraction, division and multiplication, in the inseparability between arithmetic, algebra and geometry. The results indicate that when teaching is organized around the genetically initial relationship, which gives rise to a conceptual system, it promotes the learning of scientific concepts and develops the theoretical thinking that enables students to be guided by a general procedure during the search for solution of a triggering problem.