De onde vem a matemática?

a origem do conhecimento lógico-matemático em sua relação com o desenvolvimento da criança no pensamento de Rudolf Steiner

Abstract

The present article is a excerpt from a larger research project on the epistemological foundations of geometry teaching in the Waldorf High Schools. In seeking to establish the image of logical-mathematical knowledge found in the specialized literature available on Mathematics and Geometry in Waldorf schools, we are faced with the question, “What is the relationship between Rudolf Steiner’s conception of logical-mathematical knowledge and the practices developed by Geometry teachers in Waldorf schools since the inception in the first school?” To answer this question, it is necessary to present Steiner’s conception of logical-mathematical knowledge, and this article aims to contribute to that response. Starting from the foundational elements of Steiner’s epistemology, perception and thinking, I present his ideas about the human sensory organism and conclude with an analysis of his lecture on the subject, in which he explicitly discusses his ideas about the relationship between Mathematics and child development.