Abstract
The aim of this paper is to discuss the contributions of the Special Didactics study, particularly of the Special Didactics of Mathematics subject, to research in the History of Mathematics Education that focus on the training of teachers from Philosophy, Science and Language University in the first half of the 20th century. The considerations presented derive from an investigation of the Philosophy course, of a university of Minas Gerais, in Brazil, between the years of 1941 and 1954. The study of “Special Didactics of Mathematics” subject offered by the Didactics course of this same institution, allowed the highlight of the role designed by this subject in the affirmation or differentiation of teacher training models in that period and its relations with the emergence of a subjective position in the Brazilian scientific-academic field, creating professionals dedicated to thinking, discussing and producing knowledge about the relationship among teaching, education and mathematics in order to prepare mathematics teachers for secondary education.
Highlights
This paper has as objective to discuss contributions of the study of the Special Didactic discipline for the research in History of Mathematical Education in Brazil, especially for the studies on the formation and the performance of mathematics teachers in the first half of the century XX
The considerations presented here are derived from the research project The scientific-academic position of Mathematical Education in Brazil: representations, institutions and policies,2 in development at the Federal University of Minas Gerais (UFMG)
In order to celebrate the 90th anniversary of UFMG, in 2017, we chose to study the University’s Mathematics course in a historical perspective, seeking to outline a course of the course and to understand the spaces and times dedicated to thinking, discussing and producing knowledge about the relationships between teaching, education and mathematics aimed at the training of mathematics teachers
Summary
This paper has as objective to discuss contributions of the study of the Special Didactic discipline for the research in History of Mathematical Education in Brazil, especially for the studies on the formation and the performance of mathematics teachers in the first half of the century XX.
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