Desenvolvimento histórico do conceito e do processo de aprendizagem, a partir de recentes concepções matemático-didáticas (erro, obstáculos, trasposição)

Abstract

The article intends to emphasize a function of mathematics history which transcends the traditional but unsatisfactory one motivator for classroom practice: as a foundation for theory construction in mathematics education. For this purpose, recent approaches I mathematics historiography and in mathematics education are presented. Discussing them yields a structural convergence which is due to the view which conceptualizes the researcher and the learner as respective members of an interacting social community. At the same time, the close connection between teaching knowledge and developing knowledge is analyzed.