Compreendendo a formação de conceitos geométricos através do processo de representação mental

Abstract

In the present work it was made a bibliographical revision on the main ideas related to the mental representation of the knowledge and an inquiry regarding its influence on the learning of Geometry. For in such a way, one searched to understand and to show some deriving concepts of the Treatment of the Information, sub-area of Cognitive Psychology, regarding the mental representation, and of the Mathematical Education, on the involved cognitive processes in the construction of the geometric knowledge and on the theories of Frege, Fischbein and Vergnaud that had focused the importance of the intuition, the perception, the visualization and the representation in the construction of a concept. The main objective was to correlate the two studies and to show as the understanding of the first one can assist a teacher in the elaboration of activities of education that aim at the formation of geometric concepts, through the existing approach between the four mental levels that characterize the process of mental representation (the perception, the image, the simbolização and the conceitualização) and the main pillars for the question of the construction of a concept, pointed in the mentioned theories of Frege, Fischbein and Vergnaud.