Lógica matemática na organização do ensino: análise de literatura e proposta de uma situação desencadeadora de aprendizagem

Abstract

The present research aims to develop a Learning Triggering Situation involving mathematical logic, based on the principles of the Teaching-Oriented Activity and the analysis of literature on Logic in teaching processes. The choice of this theme stems from the perception of the need to rethink pedagogical practices to foster learning geared toward the development of theoretical thinking. The contextualization of the theme is grounded in the observation of the difficulties faced by students in developing logical reasoning and the realization that mathematics teaching often relies on mechanical exercises, neglecting questioning and creativity. The adopted methodology includes a bibliographic review, analysis of selected texts, analysis of a teaching situation from the perspective of the Teaching-Oriented Activity, and the development of a Learning Triggering Situation. It is expected that the resulting studies will enable the recognition of how the presence of logic influences students’ thought processes and how different approaches to mathematical logic in teaching processes affect their understanding and learning.