The teaching of the concept of number in the Davydovian and in the modern formalist propositions: some theoretical implications

Marlene Beckhauser de Souza y Ademir Damazio

Abstract: In this paper we analyze two teaching propositions: the Davydovian and the modern formalist, in relation to the introduction of the concept of number in the first year of the primary school. The research problem is expressed in the following question: What is distinctive in the teaching of the concept of number, in the first year of the primary school, according to the Davydovian propositions in contrast to the modern formalist Mathematics Teaching? We adopted as reference for the analysis: the text book of the two propositions and the teacher’s manual of the Davydovian proposition. Thus, this work can be characterized as a documental research and has as its theoretical basis the historical cultural theory. Both teaching propositions differ in method and content, which has as consequence: the development of the empirical knowledge, in the formalist proposition, and the theoretical knowledge, in the Davydovian proposition.

Keywords: Davydovian proposition, modern formalist proposition, number.

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