In Search of Overcoming Learning Gaps During Mathematics Teaching Activities

Abstract

This article is an excerpt from a master's research project in its concluding phase and aims to present aspects of the analysis of formative movements that potentiated the overcoming of accumulated mathematical learning gaps over previous periods of schooling. The formative movement that contextualizes the research occurred in high school classes at a public basic education school in the state of São Paulo, and the excerpt highlighted in this text emphasizes the movements of a group of students during math classes aimed at developing studies of first-degree polynomial functions. The objective of this text is to present the potential of the theoretical-methodological perspective that underpinned the organization of such a formative movement for overcoming those learning gaps. This theoretical-methodological perspective refers to the assumptions of historical-cultural and activity theories. Based on the concept of activity and assuming the need to overcome the perspective of mere know-how, we highlight that, by appropriating mathematical knowledge in the context of teaching-guiding activity, students develop modes of thought, including functional algebraic thinking, which carry indications of movements of personal meanings that point toward overcoming learning gaps in curriculum content not learned in previous schooling processes.