The teaching of geometry based on the system of geometric concepts

Abstract

This article is the result of research carried out in the doctorate, which had as its object the organization of geometry teaching in the early years of schooling to seek theoretical-methodological subsidies to overcome the concept of teaching presence in the practices of teachers who teach in this teaching stage, in which the practical aspects of geometric concepts are predominantly emphasized. In this text, we focus on revealing the essential unit for teaching geometry, the concept's meaning, and theoretical generalizations as premises for forming the system of ideas. For that, we used as an academic and methodological basis the principles of the Historical-Cultural Theory and the assumptions of the Teaching Guiding Activity, through which they revealed that the essential unit for the systematization of geometric concepts refers to the control of variations in the dimensions of objects and spaces. We conclude by stating that each dimension (length, width, height/depth) represents a magnitude that triggers the relations of commonality and generality between the inferior concepts that, when generalized in a hierarchically distinct category from the others, become superior, contributing to the development of foundations of students' theoretical thinking.