CHALLENGES AND PERSPECTIVES OF MATHEMATICS TEACHING IN BASIC EDUCATION: THA AND TSD AS PATHS TOWARDS CONTEXTUALIZED LEARNING
DOI:
https://doi.org/10.56238/arev7n10-160Keywords:
Mathematics Teaching, Hypothetical Learning Trajectory, Theory of Didactic SituationsAbstract
Mathematics teaching in Brazilian Basic Education faces historical challenges related to low student performance, evidenced by national and international assessments that reveal significant socioeconomic inequalities. Given this situation, the need to overcome the reductionist approach to teaching mathematics as a mere application of formulas stands out, focusing on contextualized and investigative teaching methods, promoting more meaningful learning. This qualitative and bibliographical article is based on the contributions of Simon (1995), with the concept of Hypothetical Learning Trajectory (HLT), and Brousseau (2002), with the Theory of Didactic Situations (TDS), aiming to discuss ways to redefine mathematics teaching and strengthen mathematical literacy in Basic Education.
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References
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