Resumo

CENCI, Adriane  e  ADELA TONETTO COSTAS, Fabiane. Everyday math and scientific math. Ciênc. cogn. [online]. 2011, vol.16, n.1, pp. 127-136. ISSN 1806-5821.

In this work we propose a reflection upon Mathematics teaching, perceiving it as a cultural phenomenon, following the tenets of Socio-Historical Theory. The research has been developed in monitories during classes, in individual assistance and in daily activities that two children develop and in which they present difficulties, especially in Mathematics. The study aims to understand how everyday concepts are built and how they influence the learning of scientific concepts. We understand concept building here under a vygotskyan perspective to which everyday concepts are the ones built from experiences, the living experience in the world and its elements, while scientific concepts are the ones that are built from an instruction. The aim is to establish bonds between everyday concepts and scientific concepts related to Mathematics, thus thinking in an 'everyday math' and a 'scientific math'. Mathematics here is understood as a symbolic system, sign, and psychological tool. Then, the transformation of an everyday math into a scientific math would be related to 'tools' used by children - it is the cultural group, mainly school, that presents such tools. The tools learned at school will make sense only if they could relate to children's life experiences. Scientific math will make sense if it could be based on everyday math. Scientific concepts will make sense if students could perceive them in their lives. © Cien. Cogn. 2011; Vol. 16 (1): 127-137.

Palavras-chave : mathematics; everyday concepts; scientific concepts; learning difficulties.

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