%0 Journal Article
%T A study on cognition: invention, learning and Mathematical Instruction
%A Giovani Cammarota
%A SŁżnia Maria Clareto
%J Pr¨˘xis Educativa
%D 2012
%I Universidade Estadual de Ponta Grossa
%X This paper proposes a dialogue between the notion of invention andmathematical instruction, mainly, the mathematics classroom. The discussion is based upon an episode of fi eld research, carried out in the Cartography method in a public school in Juiz de Fora/MG. Around this episode, two discourses are articulated about cognition and learning: the Conceptual Field Theory, by G¨Śrard Vergnaud, andthe Semantic Field Model, by R mulo Lins. The invention crosses both discourses transversally, creating possibilities of thinking learning as a co-production of self-world.
%K Inventive cognition
%K Learning models
%K Mathematics classroom
%U http://www.revistas2.uepg.br/index.php/praxiseducativa/article/view/3426/3223