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.
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