A FORMAÇÃO DO CONCEITO DE NÚMERO NO CONTEXTO DO SISTEMA ELKONIN-DAVYDOV

Abstract

This article aims to understand the relationship between the construction of the concept of number in the traditional perspective and the formation process of students' theoretical thinking and the formation of the concept of number in the context of the Elkonin-Davydov teaching system. From the question: how is the process of teaching and learning the concept of number structured, in the initial years of schooling, in the proposal of the theory of developmental teaching and in the proposal of the BNCC? What are the contributions of developmental teaching theory to the formation of the concept of number in the early years of schooling? Thus, the present study aims to identify and analyze the process of formation of the concept of number, from the perspective of the theory of developmental teaching, formulated by the Russian psychologist V. V. Davydov. The results point to completely different perspectives regarding the teaching of the concept of number in the early years of the schooling process. At the BNCC, the construction process of the concept of number, which is based on the development of a set of skills and competences, focuses on appropriating the immediate relationship of number, while, from the perspective of the Elkonin-Davydov system, the concept of number emerges from the relationship between magnitudes, from the development, since the early years, of children's algebraic thinking.