Trends in Mathematics Education in the Light of Vygotsky

a Dialogue on Teaching and Learning.

Abstract

This article examines trends in mathematics education through the lens of Vygotsky's theory, aiming to connect certain pedagogical methodologies with the learning processes described by the author. Following a historical overview of pedagogical practices in mathematics, the text explores how methodologies such as games, problem-solving, mathematical modeling, investigation, ethnomathematics, digital technologies, and the history of mathematics can mediate learning, fostering reflection, contextualization, and integration with everyday life.

The Vygotskian perspective emphasizes that learning is dynamic and strongly influenced by social and cultural interactions. In this context, the highlighted trends are seen as tools that enhance students' ability to establish meaningful connections between school content and their lived experiences. Throughout the discussions, we underscore the importance of the teacher as a mediator who stimulates curiosity and critical thinking in mathematics education, valuing students' cultural backgrounds and promoting more interactive and contextualized pedagogical practices.