When teachers have the chance to elaborate activities of education of Mathematics in the logical-historical perspective

Abstract

This article has the objective to present elaborations that teachers make when they have the chance to attend university classes that promote the experience and the elaboration of activities of education in the logical-historical perspective. In these classes, the teachers are invited to reflect about the meanings and the reasons of the concepts they teach. In the last few years, we have defended that the logical-historical and, particularly, the activities of education has, as main function, to promote the set in motion thoughts of those who teach and of those who learn, in the direction to solving problems, from definibilities of the concepts. Here, history takes on the role of a link between the causality of facts and the possibility of creation of new definibilities of the concept, that allow the understanding of the internal and external nexuses of the concepts, conceptual nexuses, that exist in the mathematical contents that are discussed in Basic Education. The activity of education is a link between practical theory and the formation of teachers. Word-key: Activities of Education. Logical-historical. Education. Conceptual Nexuses.