Processes of Abstraction, Generalization, and Formation of Mathematical Concepts: A Teaching Experience with Future Teachers

Public instruction task assumes, in line with technical-scientific revolution advances, not the routine refinement of teaching content and methodologies, but the replacement of current methods of structuring disciplines by other didactic principles and development of study material. Hitherto, these procedures were especially oriented to form the empirical-discursive thinking of the schoolchildren. New principles must be such that their application leads to the formation of the theoretical-scientific thinking foundations in all students. Their elaboration is a global matter of all branches of psychology and pedagogy (Davídov, 1982, p. 371).