Abstract
The article presents results of a research aimed to identify and analyze the conceptions expressed by early grade elementary education teachers on the constitution of the quantity concept by students and how they act when being taught this concept. The analysis derive from a bibliographical and empirical research based on the historical-cultural approach, mainly in Vygotsky and in Davydov. The results show that the quantity concept as a nuclear mathematics concept is unknown and that the conceptions that teachers expressed are in the perspective of the formal logic of concept formation, contributing to the fragile result that we have on student learning.
Keywords:
Mathematics Teaching; Developmental Teaching; Theoretical Thinking