MATERIAL DOURADO E SITUAÇÕES DIDÁTICAS NO ENSINO DA MATEMÁTICA NA AMAZÔNIA

Abstract

The present article is referent to a bibliographic review related to the concepts of concrete material, reflective abstraction and the Theory of Didactic Situations, elements that make up the core of dissertation research, which intends to evaluate the use of concrete material, especially the golden material, focusing on the reflective abstraction mediated by the Theory of Didactic Situations. For this paper, the guiding philosophical concept was Genetic Epistemology; the approach method used was the dialectic one; the procedure method was historic. The method of scientific research used was the bibliography and the research technique applied was the one named annotated citations. This text demonstrates that the research with concrete material, especially with the golden one, involving reflective abstraction, as well as the use of the Theory of Didactic Situations, is almost entirely focused on the South and Southeast regions, while in the North and part of from the Northeast region, which are part of the Amazon region, no studies were identified with this specific theme, especially further studies of mathematics as a science that mobilizes the development of the logical reasoning of the human being.

Keywords: didactic sequence; Theory of Didactic Situations; Didactic Engineering.