Algebra in Teacher Training in the Normal School of São Paulo: The First Teaching Programs of this Discipline

Wagner Rodrigues Valente,Ana Maria Basei

doi:10.17648/acta.scientiae.v21isseid5228

Abstract

This text presents partial results of a research in development that aims to identify the purposes of Algebra in the formation of teachers in the Normal School of Sao Paulo, from 1880 to 1930. In this text, in particular, it is considered a specific period of time frame of research: mid-1890s; and in order to analyse the first programs of this discipline for the training of primary teachers, documents such as legislation, a compendium of Algebra and programs of teaching of the normal and secondary course are mobilized. It was found that in this period the teaching of Algebra for the future teacher was more restricted than that offered in the secondary course. This reduced format of the regular school program may be associated with the duration of normal course studies, lower than the secondary course, but mainly, for the different purposes of the courses.

Highlights

This text presents partial results of a research in development that aims to identify the purposes of Algebra in the formation of teachers in the Normal School of São Paulo, from 1880 to 1930
This text brings partial results of a research that aims to analyse the purposes of Algebra in the formation of teachers in the Normal School of São Paulo, in the interval between the 1880s and 1930s
In relation to mathematical knowledge, Valente’s (2011) study deals with the mathematical formation given to future teachers in the Normal School of São Paulo from 1875 to 1930

Summary

Introduction

This text presents partial results of a research in development that aims to identify the purposes of Algebra in the formation of teachers in the Normal School of São Paulo, from 1880 to 1930. An algebra compendium and normal and secondary course syllabi are mobilized, with the objective of analysing the first programs of the discipline for the training of teachers of primary education.

Results

Conclusion