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The study, based on V. V. Davydoy’s theory, consisted of formative didactic experiment carried out at the high school level in a public school, aiming to identify the contributions and challenges to the teaching of spatial geometry, organized according to this theory. Data collection occurred through interviews, observations, and students’ learning evaluation instruments. Results revealed the developmental teaching as an alternative to overcome types of Mathematics teaching which do not favor students’ development. At the same time, they pointed to difficulties and contradictions related to socio-cultural and historical factors involving students and the schooling process. It was concluded that the developmental teaching is a demanding proposal for the teaching, but promising regarding the acquisition of new mental awareness of Mathematics by students

Matemática no Ensino Médio: ensino para a formação de conceitos e desenvolvimento dos alunos.