Formação do conceito de juros: uma proposta fundamentada na teoria do ensino desenvolvimental

Abstract

This research had as general objective to analyze the theoretical thinking formation of the third year high school students of a state school of Barra do Garças-MT, in relation to the interest concept. This research is guided by the assumptions of Lev S. Vygotsky's Historical-Cultural Theory, A. N. Leontiev's Theory of Activity and, above all, the theory of Developmental Teaching V.V. Davydov. For that, we structured a didactic-formative experiment with a view to appropriating the formation of the concept of interest. We thus seek to identify the contributions and the challenges in the process of teaching and learning of interest, organized as it gives us these theories. The result of this experiment revealed that Developmental Teaching, as an alternative to the organization of teaching, gave opportunities for the development of students' theoretical thinking. We also conclude that, in order to develop the formation of theoretical thought, we need as a teacher a more elaborate knowledge about the concept that has been worked on so that it can constitute contradictions, considering historical, economic, social and cultural issues, establishing a look of the whole for parts and vice versa. This research is qualitative in nature and can be characterized as field research, whose procedures for data collection were observation, interview and evaluation instruments of student learning. As a product of the dissertation, we have developed an educational booklet for mathematics teachers.