Aprendizagem de matemática na perspectiva da atividade de estudo: uma análise a partir das contribuições de D. B. Elkonin, V. V. Davidov e V. V. Repkin

Abstract

The study entitled "Learning Mathematics from the perspective of the Activity of Study: an analysis based on the contributions of D.B. Elkonin, V.V. Davidov and V. V. Repkin" is a theoretical-bibliographical study whose main objective was to understand the theoretical-methodological assumptions of the organization of teaching from the perspective of the Elkonin-Davidov-Repkin didactic system, which contribute to the promotion of developmental learning of mathematics in Brazilian schools. However, in this investigative process, it is important to further study the contributions to developmental learning made by the Elkonin-Davidov-Repkin System, whose epistemological basis lies in the Developmental Didactics of Activity and the Theory of the Activity of Study, its content, structure and motives for study, as well as its contributions to the promotion of developmental learning in mathematics. From this perspective, our thesis is that the organization of mathematics teaching, through the theoretical-methodological assumptions of the Elkonin-Davidov-Repkin didactic system, constitutes the epistemological and methodological bases for the promotion of developmental learning, which drives the psychic development and self-transformation of subjects in study activity during their schooling. In view of the subjective configurations of the research, the following research problem was posed: what are the theoretical and methodological contributions of the Theory of Developmental Learning, from the perspective of the Elkonin-Davidov-Repkin psychological and didactic system, and of the Theory of Study Activity, to the promotion of developmental learning in mathematics for Brazilian schools? We present a theoretical study that provides evidence of the contributions of Developmental Learning Theory to the organization of mathematics teaching, which has the potential to develop theoretical thinking in students. The qualitative methodology was based on the analysis of the academic production carried out in the period 2017-2023, published in the Obutchénie journal. For the content analysis, we considered 15 articles that explicitly used the Study Activity Theory and/or the Historical-Cultural Theory as a theoretical basis for the analysis of pedagogical practices in Mathematics. The results of this research, in terms of theoretical and practical contributions to mathematics education, include the logical-historical movement of concepts as a core principle for the development of theoretical mathematical thinking. The emphasis on a didactic approach that promotes the abstraction and generalization of mathematical concepts, in line with the principles of dialectical logic. As well as the understanding that teacher training, based on Cultural-Historical Theory, should prioritize the development of teachers' theoretical thinking, and be involved in training that is not restricted to the mastery of mathematical content. However, it must also develop teachers' appropriation-objectification of the processes of mediation and conceptual appropriation through the unity of method and content. In this sense, the contributions of the research aim to promote the self-transformation of the subject of the activity, as active subjects and generators of themselves and of society.