Brief analysis of the historical-cultural theory and activity theory in the teaching of geometry

Abstract

The text presented here uses as theoretical support Vygotsky's Historical-Cultural Theory and Leontiev's Theory of Activity to organize the teaching of Geometry in the early years, as it believes that the foundations of these theories can contribute to the teaching of this axis of mathematics, enabling the learning of it in the relationship it establishes with the social contexts in which it is inserted. It establishes as a research problem to investigate: can studies related to the Foundations of Historical-Cultural Theory and Activity Theory contribute to the organization of a Geometry teaching that considers the social context in which this content is inserted? Its general objective is to study the foundations of the Historical-Cultural Theory and the Activity Theory and their contributions to the organization of the teaching of Geometry in the early years. And as specific objectives: a) to carry out a brief review of the literature related to Historical-Cultural Theory and Activity Theory; analyze the impacts of the use of these theories in the organization of the teaching of Geometry. It uses bibliographic research as a method for collecting information. It concludes that the Historical-Cultural Theory and the Activity Theory provide us with significant contributions to support the organization of the teaching of Geometry, especially in the early years, in which the teacher has the possibility to work in different ways with his students and make them active.

DOI:https://doi.org/10.56238/sevened2024.003-031