The addition and subtractionin the Davydovian teaching mode
Abstract The present research analyzes particular study tasks, pertinent to the way of teaching organization, developed by Davýdov and collaborators, whose purpose is the students’ theoretical thinking development. The delimitation turns to the apprehension of the addition and subtraction conceptual systems’ components, referring to the first school year. The analysis, based on the Historical-Cultural Theory, focuses on the movement of permanence and the emergence of the concepts’ essential components, provided by the tasks, which were extracted from two books: didactic (book) and teacher orientation (book). Tasks provide a round-trip, which creates the need to determine or eliminate the inequality between magnitudes, which are addition and subtraction properties, respectively. They generate appropriations of algebraic, arithmetic, and geometric meanings.