When teachers have the opportunity to elaborate mathematics education activities within a logical-historical perspective

The objective of this article is to present work elaborated by teachers when they have the opportunity to attend university classes that promote the experience and the elaboration of educational activities within a logical-historical perspective. In these classes, teachers are invited to reflect about the meanings and the reasons of the concepts they teach. It is our understanding that the main function of the logical-historical perspective, particularly, with respect to educational activities, is to promote the set in motion thinking of those who teach and of those who learn, to move in the direction of solving problems, based on definabilities of the concepts. Here, history takes on the role of a link between the causality of facts and the possibility of creating new definabilities of the concept, that allow the understanding of the internal and external nexuses of the concepts, conceptual nexuses, that exist in the mathematical contents that are discussed in Basic Education. The activity of teaching is a link between practice and theory in teacher education.