Artefactos culturais na aprendizagem escolar da Matemática

Abstract

In this article it will be presented some results from a research which aim was to study and understand how students mathematical knowledge develops and structures within the mathematics classroom context. It was assumed a cultural point of view to look at students mathematics learning, and consequently this research is closed to an etnographic study. The present article - which main focus is the understanding of students appropriation process of mathematical artifacts in school context - is organised in three parts: it is described and discussed (i) the conceptualframework, (ii) the metodological approach and (iii) the results and conclusions.