Comprehensive learning as support for basic mathematic training: a research-based approach in mathematics training

Abstract

The critical moments between the social requirements with respect to a basic training in Mathematics for a future professional and the paradigms built around that training, require reflection and proposals that attract positions in high education with the intention to help create a good quality education. In this article, we propose two parts. In the first one, we introduce the idea of how the training of the mathematical knowledge is understood from the point of view of teaching, and also from the point of view of learning.

In the second part, we present an approach to what it has meant to the group to start working specifically on the area of Mathematics with a historic and epistemologic view in order to come up with a proposal to reorient the scholar activity in mathematics, and that will have its basis on the comprehensive learning of notions and concepts, especially in equations.