A study on cognition: invention, learning and Mathematical Instruction

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.7i2.0013

Abstract

This paper proposes a dialogue between the notion of invention and mathematical instruction, mainly, the mathematics classroom. The discussion is based upon an episode of field research, carried out in the Cartography method in a public school in Juiz de Fora/MG. Around this episode, two discourses are articulated about cognition and learning: the Conceptual Field Theory, by Gérard Vergnaud, and the Semantic Field Model, by Rômulo Lins. The invention crosses both discourses transversally, creating possibilities of thinking learning as a co-production of self-world.

 

Keywords:Inventive cognition. Learning models. Mathematics classroom.

Author Biographies

  • Giovani Cammarota, Universidade Federal de Juiz de Fora
    Mestrando do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora (PPGE/UFJF) e bolsista da Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG)
  • Sônia Maria Clareto, Universidade Federal de Juiz de Fora
    Doutora em Educação Matemática pela Universidade Estadual Paulista (Unesp/Rio Claro). Docente do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora (PPGE/UFJF), nos níveis de mestrado e doutorado. Professora da Faculdade de Educação. Membro do Núcleo de Educação em Ciência, Matemática e Tecnologia (NEC/FACED/UFJF).

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Published

2012-12-04

Issue

Vol. 7 No. 2 (2012): Dossiê: Educação Matemática

Section

Educação Matemática

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How to Cite

A study on cognition: invention, learning and Mathematical Instruction. Práxis Educativa, [S. l.], v. 7, n. 2, p. 585–602, 2012. DOI: 10.5212/PraxEduc.v.7i2.0013. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/3426. Acesso em: 30 apr. 2026.