The logical - historical movement while didactic perspective for the teaching of Mathematics

Abstract

The   article   aims   to   discuss   the   need   to organize  the  teaching  of  mathematics,  from outburst  situations  of  learning  both  in  basic education,  as  in  mathematics  degree  courses that  prioritize  theoretical  dialectical  thinking. Stands up that the logical-historical movement can be configured as didactic perspective to the teaching of Mathematics.  It is considered that the history is the object of the change process, the  stages  of  its  emergence  and  development. The   logic   is   the   means   by   which   thought accomplishes   this   task   in   the   process   of reflection  on  the  history,  so  that  the  logical reflects key periods in the history of the object. It is assumed that, Basic Education students, undergraduates    and    teachers    who    teach Mathematics  to  have  access  to  the  conceptual links    (internal    and    external)    of    the mathematical content present in the History of Mathematics   and   several   historiography   of mathematics    can    appropriate    the    theory-practice  dialectic  unity  and  understand  fluent reality in which we operate.