GENERALIZATION IN THE DEVELOPMENT OF THEORETICAL THINKING: ANALYSIS OF A LEARNING TRIGGERING PROBLEM OF EQUIVALENT FRACTIONS AS A STUDY TASK

• Autor(a) principal: Moretti, Vanessa Dias
• Data de Publicação: 2022
• Outros Autores: Romeiro, Iraji de Oliveira, Zeferino, Lidiane Chaves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/12448
• topic: Teoria do Ensino Desenvolvimental; Generalização; Atividade de Estudo; Problema Desencadeador de Aprendizagem; Pensamento Teórico.; Educação; Psicologia; Educação Matemática.; Theory of Developmental Teaching; Generalization; Study Activity; Triggering Problem of Learning; Theoretical Thinking

The article discusses the hypothesis of convergence between the ideas of the Triggering Problem of Learning, as the essence of the Triggering Situation of Learning, and the study task, as understood in the theory of developmental teaching. For this, it discusses aspects of the structure of the study activity, focusing on the study actions and presents the proposal of the Teaching Guiding Activity - AOE, deepening the study on the constitution of the Triggering Situation of Learning - SDA, and the Triggering Problem of Learning - PDA, as its essence. To demonstrate the hypothesis, it analyzes two Triggering Problems of Learning present in Triggering Situation of Learning that addresses the meaning of equivalence of fractions, in relation to work with continuous quantities. The analysis allows us to affirm that the PDAs presented are potentiators of the movement of development of theoretical thinking about equivalent fractions through the appropriation of general principles and modes of action in the comparison of any fractions. It is concluded that the PDA can be understood as a study task in the study activity since, by triggering the subjects’ motivation for the study actions, it favors the appropriation of modes and principles of action, in the concrete-abstract-concrete movement, inherent to theoretical or substantial generalization. Finally, it defends the possibility of a humanizing and developmental education that overcomes the appropriation of the appearance of the phenomena related to a know-how emptied of theoretical knowledge. Such defense is urgent and necessary for the construction of a more just and egalitarian society.