The present study investigated the process of conceptual reconstruction fraction
as a measure of length in the context of a Mathematics Laboratory Education
(LEM) when the process is driven by a structured writing activity and mediated
intervention of a teacher. To this end, the concepts of LEM were presented,
choosing one as the design used for the survey. LEM offers possibilities that the
teacher and students as an area of knowledge production, directing for Teaching
Activities for which subsidized by Historic-Cultural Psychology, justifies the
pedagogical activity of teachers and presents Guiding Teaching Activities were
explored as an alternative to minimize some difficulties in teaching and learning,
emphasizing conceptual learning. Structured with a class of 40 students in the
6th grade of elementary school in a public school in Belém, which was recorded
on video and audio, for later microgenetic analysis of the interactions between
teacher and students activity was applied. Taking into consideration the prior
knowledge of students, work with the class during the year and structured
activity, the results showed evidence of at least ten specific learning had an
exponential effect on later learning. This means that the more previous
connections are possible to be mobilized by the students in their interactions with
the teacher, the more the subject is able to move forward in the consolidation of
the object of study.
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