HISTORICAL-CULTURAL THEORY AND MATHEMATICS EDUCATION: PSYCHOLOGICAL FUNCTIONS AND PEDAGOGICAL MEDIATION
DOI:
https://doi.org/10.56238/arev7n12-167Keywords:
Historical-Cultural Theory, Mathematics Education, Pedagogical Mediation, Higher Psychological FunctionsAbstract
This article aims to understand the fundamentals of Vygotsky's Historical-Cultural Theory and its implications for mathematics teaching, focusing on higher psychological functions, pedagogical mediation, and the zone of proximal development. It is a theoretical essay, based on bibliographic research, which articulates Vygotskian concepts with teaching practice in mathematics education. The analysis shows that students' cognitive development occurs through social interactions and the mediation of the teacher, who acts as a facilitator of learning. Thus, understanding higher psychological functions, such as logical memory, voluntary attention, and abstract thinking, is essential for the development of pedagogical strategies that promote meaningful learning. It is concluded that mathematics teaching, when based on the principles of historical-cultural theory, contributes to the integral development of the subject, valuing the collective construction of knowledge and learning as a social and cultural process.
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References
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