Towards a culturally meaningful history of concepts and the organization of mathematics teaching activity
Résumé
The research aims to investigate possible implications that the relationship between the phylogenesis and the ontogenesis in the organization of the teaching of mathematics may have in teacher education. We seek to establish links between a pedagogical approach to mathematical concepts, the history of the concept, and its cultural signification, basing the relationship between human activity, social practice, and the history of concepts from a historical-cultural perspective. We suggest that the sense of a problem can achieve a new dimension by involving elements from the history of mathematics – as a support for the development of potentially triggering situations of learning, the concept of problem-solving classroom activity, and the symbolic systems of cultural signification. We argue that the history of mathematics allows the recognition of social practices related to the historical and cultural production of concepts. It also allows teachers to understand the limits of mathematical problems that can be formulated and the necessary mediation, in order to help students become aware of theoretical ways of thinking mathematically.
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