Das Representações Numéricas Inatas à Matemática Culturalmente Construída

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dc.contributor.authorAndrade, Paulo Estêvão
dc.contributor.authorDo Prado, Paulo Sérgio Teixeira [UNESP]
dc.contributor.authorDos Santos Carmo, João
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionInstituto Nacional de Ciência e Tecnologia Sobre Comportamento, Cognição e Ensino
dc.date.accessioned2022-04-28T19:01:06Z
dc.date.available2022-04-28T19:01:06Z
dc.date.issued2015-01-01
dc.description.abstractData from recent research in cognitive psychology, neuropsychology and cognitive neuroscience has allowed a growing consensus that the numerical representations in adults and the culturally constructed mathematical thinking depend on the interaction between the so-called number sense, observed in human babies and in other animal species, and the language. In research with babies, the technique of preferential looking has allowed the discovery of sophisticated skills in early ages, among them those of addiction and subtraction. The neuropsychology presents cases of lesions in areas of the brain that cause damage to specific skills, with preservation of others. And cognitive neuroscience, by means of neuroimaging features modern, has allowed the precise location of brain areas responsible for numeric processing. All these contributions shed light on the nature of numerical cognition underlying mathematics. Data produced by those areas are presented and discussed research, as well as its implications for the classical theory of cognitive development and the concept of number in particular. It discusses also the vision arising on the relationship between biology and culture, which will be seen no more as dichotomous way but as a continuation of each other, as well as pedagogical implications and on the training of educators.en
dc.description.affiliationDepartamento de Estudos Pedagógicos do Ensino Fundamental do Colégio Criativo, Rua das Safiras, 45
dc.description.affiliationDepartamento de Psicologia da Educação, Universidade Estadual Paulista Júlio de Mesquita Filho
dc.description.affiliationDepartamento de Psicologia, Universidade Federal de São Carlos
dc.description.affiliationInstituto Nacional de Ciência e Tecnologia Sobre Comportamento, Cognição e Ensino
dc.description.affiliationUnespDepartamento de Psicologia da Educação, Universidade Estadual Paulista Júlio de Mesquita Filho
dc.format.extent225-242
dc.identifierhttp://dx.doi.org/10.9788/TP2015.1-15
dc.identifier.citationTemas em Psicologia, v. 23, n. 1, p. 225-242, 2015.
dc.identifier.doi10.9788/TP2015.1-15
dc.identifier.issn2175-3652
dc.identifier.issn1413-389X
dc.identifier.scopus2-s2.0-84930361759
dc.identifier.urihttp://hdl.handle.net/11449/220374
dc.language.isopor
dc.relation.ispartofTemas em Psicologia
dc.sourceScopus
dc.subjectMathematical thought
dc.subjectNumber sense
dc.subjectNumeric representation
dc.subjectNumerical cognition models
dc.titleDas Representações Numéricas Inatas à Matemática Culturalmente Construídapt
dc.title.alternativeFrom innate numerical representations to culturally constructed mathematicsen
dc.typeArtigo

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