Educação matemática e abordagem histórico-cultural:

Abstract

This proposal, linked to the assumptions of Vygotsky's Historical-cultural theory and its collaborators, aims to contribute to Mathematics Education in order to propose didactic notes for an intentional, planned, systematized and controlled teaching. The problem is posed as the theory elaborated by Vygotsky and his collaborators from the thought of Karl Marx, who became known as historical-cultural theory, can contribute to the teaching of Mathematics. This approach is based on the conception of man as a historical being who learns from the other and relates to the nature mediated by instruments, these elements constitute the historical dialectical materialist method. It points out how teaching should be directed towards the formation of scientific concepts having learning as the goal and development as a consequence, just as man studies in his individualities and subjectivity. Complementing with Leontiev's Theory of Activity, one can perceive that through activities it is that mental operations are manifested. And finally, the role of the game in teaching activity, in Elkonin's conceptions, how the human being develops from the activities he carries out and the role of the game for education. This proposal presents a suggestion for the teaching of mathematics, which is configured as a teaching sequence with adaptation of the Tower Game of Hanoi for the teaching of exponential functions with the students of High School, a strategy based on the psychology of human development. The methodology is based on the presuppositions of a bibliographical research, based on the qualitative approach.