THEORY OF STUDY ACTIVITY AND REALISTIC MATHEMATICS EDUCATION: ARTICULATION AND POSSIBILITIES¹

ABSTRACT:

This paper is the result of a bibliographic review, whose research is of a qualitative nature and aims to verify the limits and possibilities of a theoretical articulation between the Study Activity Theory (SAT) and the didactic current of Realistic Mathematics Education (RME). The Theory of Study Activity has its origins in Vygotsky's Cultural-Historical Theory, while Realistic Mathematics Education is a proposal by the mathematician educator Freudenthal. The theory about the activity of study relies on the foundation of researchers such as Davidov, Elkonin, Luria, Leontiev, and Repkin, among others, developed in Russian schools in the 1960s. In a short period, Freudenthal's approach appeared to be applied in Dutch schools. Both groups of researchers (Vygotsky and Freudenthal) were concerned with understanding the teaching and learning process: the Russians were focused on the development of the human psyche, specifically, of the child, while the Dutch educators were focused on the teaching of Mathematics in elementary schools. The research results indicate that there is a possibility of articulation between these approaches, especially in the teaching of Mathematics, since the SAT highlights human activity as a source for the development of humanity and that the teaching and learning process needs to consider the historical subject's culture; Freudenthal considers mathematics as a human activity and emphasizes the need to adopt practices that value the “rediscovery” of mathematical concepts through historical and cultural recovery.

Keywords:
Theory of Study Activity; Realistic Mathematics Education; Teaching Mathematics