HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

Wagner Rodrigues Valente,Maria Célia Leme Da Silva

doi:10.1590/2236-3459/99350

Wagner Rodrigues Valente, Maria Célia Leme Da Silva

Open Access

https://doi.org/10.1590/2236-3459/99350

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Journal: História da Educação	Publication Date: Jan 1, 2020
Citations: 1	License type: CC BY 4.0

Affiliation: Universidade Federal de São Paulo

Abstract

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

Highlights

Studying the history of mathematics education in primary school and in teacher training has the goal of stressing the changes that happened from the middle of the 19th century until the first decades of the 20th century in two forms of mathematical knowledge that are part of primary school
The first form concerns mathematics to teach, which is understood as the teaching object of professionals who teach in the first years of primary school (BERTINI; MORAIS; VALENTE, 2017)
It refers to the mathematics related to teaching, the mathematics existing in official documents, in teaching programs and in all sorts of references that indicate what and how teachers should teach in primary school when it comes to mathematics teaching practices

Summary

INTRODUCTION

Studying the history of mathematics education in primary school and in teacher training has the goal of stressing the changes that happened from the middle of the 19th century until the first decades of the 20th century in two forms of mathematical knowledge that are part of primary school. The type of mathematics existing in teacher training in order to empower future teachers for the professional practice of teaching. Such mathematics is called mathematics for teaching (BERTINI; MORAIS; VALENTE, 2017), a working tool that must be part of teacher training. This article analyzes the transformation processes of mathematics to teach and mathematics for teaching for the production of a history of mathematics education in primary school and in teacher training, based on results from collective research conducted under the supervision of the authors of this study

ARITHMETIC IN TEACHING AND IN TEACHER TRAINING

GEOMETRY AND DRAWING IN TEACHING AND IN TEACHER TRAINING

CONCLUSION