Uma introdução à teoria da complementaridade na educação matemática

Abstract

In Mathematics Education area, many academic papers are intended to identify an
understanding of epistemological teaching and learning of Mathematics. Some clues to this
search can be found in the History and Philosophy of Mathematics, because through the study
of how the knowledge construction of Mathematics, one can better understand the teaching and
learning process of this science. The Principle of Complementarity in Mathematics Education has become a very effective tool for the interpretation of these epistemological aspects because it appropriates knowledge of History, Philosophy and Semiotics to study dynamic relations existing in the processes of teaching and learning Mathematics or in the construction of
mathematical knowledge. Finally, this article aims to present the Principle of Complementarity in Mathematics Education so that, through it, a portrayal of how the teaching and learning of Technological or technical knowledge can occur through the Principle of Complementarity, based on what has been done in Mathematics Education.