scholarly journals História da Educação Matemática e a formação de professores primários: ensino de medidas

2018 ◽  
Vol 17 (1) ◽  
pp. 245
Author(s):  
Maria Célia Leme Da Silva
Keyword(s):  
Mathematics Education ◽  
21St Century ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Historical Context ◽  
The Past ◽  
New Knowledge ◽  
History Of ◽  
National Literacy ◽  
Siglo Xix

O estudo busca responder às questões: De que maneira o conhecimento da história da educação matemática pode contribuir para as reflexões e desafios postos nos documentos atuais? Para tanto, analisa-se como a medida de superfícies em dois momentos históricos: final do século XIX, período caracterizado pela pedagogia moderna e início do século XXI no âmbito do Plano Nacional de Alfabetização. As fontes examinadas são: Caderno do PNAIC (2014), Parecer de Rui Barbosa (1883) e a Proposta de Gabriel Prestes (1895, 1896). Propõe-se pensar e conhecer os saberes matemáticos elementares do passado em seu contexto histórico, perceber que a institucionalização da expertise participa poderosamente da produção de novos saberes no campo pedagógico, porém seu processo de legitimação, de reconhecimento por seus pares é longo, complexo e conflituoso.Palavras-chave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise. AbstractThe study seeks to answer the questions: How can the knowledge of the history of mathematics education contribute to the reflections and challenges posed in the current documents? To this end, it is analyzed as the measurement of surfaces in two historical moments: the end of the nineteenth century, a period characterized by modern pedagogy and the beginning of the 21st century within the scope of the National Literacy Plan. The sources examined are: Notebook of the PNAIC (2014), Opinion of Rui Barbosa (1883) and the Proposal of Gabriel Prestes (1895, 1896). It is proposed to think and know the elementary mathematical knowledge of the past in its historical context, to realize that the institutionalization of expertise participates powerfully in the production of new knowledge in the pedagogical field, but its process of legitimation, recognition by its couple is long, complex and conflicting.Keywords: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.ResumenEl estudio busca responder a las preguntas: ¿De qué manera el conocimiento de la historia de la educación matemática puede contribuir a las reflexiones y desafíos planteados en los documentos actuales? Para ello, se analiza como la medida de superficies en dos momentos históricos: final del siglo XIX, período caracterizado por la pedagogía moderna e inicio del siglo XXI en el marco del Plan Nacional de Alfabetización. Las fuentes examinadas son: Cuaderno del PNAIC (2014), Dictamen de Rui Barbosa (1883) y la Propuesta de Gabriel Prestes (1895, 1896). Se propone pensar y conocer los saberes matemáticos elementales del pasado en su contexto histórico, percibir que la institucionalización de la expertise participa poderosamente de la producción de nuevos saberes en el campo pedagógico, pero su proceso de legitimación, de reconocimiento por sus pares es largo, complejo y complejo, conflicto.Palabras clave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.Recebido  

Beginnings

2000 ◽  
Vol 31 (1) ◽  
pp. 2-4
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
Research Community ◽  
Half Century ◽  
The Past ◽  
Forthcoming Book ◽  
Past Half Century ◽  
History Of ◽  
Past Half

The beginning of a new year as well as the threshold of a new century and a new millennium seem appropriate times to take stock of where we have been and where we are going as a mathematics education research community. We have accomplished a great deal in the past half century of our existence, and I for one look forward to reading the forthcoming book on the history of mathematics education, edited by Jeremy Kilpatrick and George Stanic. That book will review for us our progress thus far, but what are the challenges we now face? This question will be addressed in various ways at various gatherings in the coming year, and new agendas will result from those discussions.

scholarly journals Perspectivas do Uso de Biografias na Formação de Professores de Matemática

2018 ◽  
Vol 11 (1) ◽  
pp. 95
Author(s):  
Luiz Adriano Gonçalves Borges ◽  
Barbara Winiarski Diesel Novaes
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Historical Context ◽  
Mathematical Education ◽  
Education History ◽  
General Philosophy ◽  
General Didactics ◽  
History Of ◽  
And Mathematics ◽  
Afro Brazilian

O presente trabalho tem por objetivo apresentar alguns elementos metodológicos de utilização de biografias como recurso articulador no ensino de matemática. Argumentamos em torno de um uso ponderativo de biografias ao invés do ornamental, isto é, de uma abordagem histórica que envolve um aprofundamento de conceitos e não somente de temáticas triviais. Apresentaremos uma metodologia que tenha profunda relação com o desenvolvimento histórico das ideias matemáticas e a história da educação matemática. Agindo nesse sentido, objetivamos propor a utilização de biografias de educadores matemático, matemáticos e cientistas como um recurso de aprofundamento em disciplinas dos cursos de licenciatura, mais especificamente no nosso caso, História da Matemática, Filosofia Geral, Tendências em Educação Matemática, Didática Geral e História e Cultura Afro-brasileira. Traçaremos uma breve trajetória da utilização de biografias como metodologia em história, ciências e matemática, procurando perceber como a historicidade do conhecimento científico é importante na elaboração deste tipo de trabalho. Procurando perceber paralelos, vemos que que o desenvolvimento da matemática não é independente do meio-cultural em que está inserido, sendo importante atentar para o contexto histórico da formação das ideias. Utilizamos esse conceitual metodológico no curso de Licenciatura em Matemática da UTFPR campus Toledo, nas disciplinas de História da Matemática, Filosofia Geral e História e Cultura Afro-brasileira (esta optativa), cuja metodologia de trabalho explicaremos neste presente texto. Por fim, ressaltamos o uso potencial da utilização de biografias de educadores matemáticos de renome para serem trabalhados em disciplinas em que prevalecem os saberes para ensinar.Palavras-chave: História da Educação Matemática. História da Ciência. Formação de professores. Biografias.AbstractThis present work aims to present some methodological elements of the use of biographies as an articulating resource in the teaching of Mathematics. We argue about a ponderous use of biographies instead of an ornamental, that is, of a historical approach that involves a deepening of concepts and not only of trivial themes. We will present a methodology that has a deep relation with the historical development of mathematical ideas and the history of mathematical education. Acting in this sense, we aim to propose the use of biographies of mathematical educators, mathematicians and scientists as a deepening resource in disciplines of undergraduate courses, specifically in our case, History of Mathematics, General Philosophy, Trends in Mathematics Education, General Didactics and Afro-Brazilian History and Culture. We will trace a brief trajectory of the use of biographies as methodology in History, Science and Mathematics, trying to understand how the historicity of scientific knowledge is important in the elaboration of this type of work. Looking for parallels, we understand that the development of mathematics is not independent of the cultural environment in which it is inserted, and it is important to look at the historical context of the formation of ideas. We use this methodological concept in the course of Mathematics Degree of the UTFPR campus Toledo, in the disciplines of History of Mathematics, General Philosophy and History and Afro-Brazilian Culture (this optional), whose working methodology will be explained in this text. Finally, we highlight the potential use of the use of biographies of renowned mathematical educators to be worked in disciplines in which the “knowledge to teach” prevails.Keywords: History of Mathematics Education. History of Science. Formation of Professors. Biographies.

Back to the future – a journey from current education reforms to reformations in the past

2020 ◽  
pp. 275-288
Author(s):  
Yvette Weiss
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Education Reforms ◽  
The Past ◽  
Causal Connections ◽  
The Future ◽  
History Of ◽  
19Th And 20Th Century ◽  
The University ◽  
Point Of Departure

Learning from history does not automatically mean that history prevents us from repeating mistakes. We cannot see what happens in the future, even with the most profound knowledge of the past. Although it is not possible to make such causal connections, the study of structural components, which recur and make up patterns, can certainly contribute to sharpening political judgement. How can the teaching of the history of mathematics education then help to support an understanding of possible courses of individual actions without indoctrination through the political or even ideologically influenced production of time references? The paper presents the concept of a lecture course in mathematics education, held at the University of Mainz. We take as a point of departure the everyday experience of our prospective mathematics teacher with various current education reforms and present seemingly similar processes during former reforms. Here we limit ourselves to reforms during the 19th and 20th century.

Tamás Vargas Reformbewegung und der ungarische Guided Discovery-Ansatz

2020 ◽  
pp. 9-26
Author(s):  
Katalin Gosztonyi
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
History Of Mathematics ◽  
Historical Context ◽  
Education History ◽  
Mathematical Culture ◽  
Guided Discovery ◽  
Reform Project ◽  
History Of ◽  
New Math

This paper presents Tamás Varga’s work focusing especially on the Hungarian Complex Mathematics Education reform project led by him between 1963 and 1978 and the underlying conception on mathematics education named “guided discovery approach”. In the first part, I describe Varga’s career. In the second part, I situate his reform project in its international and national historical context, including the international New Math movement and the Guided Discovery teaching tradition, something which is embedded in Hungarian mathematical culture. In the third part, I propose a didactic analysis of Varga’s conception on mathematics education, underlining especially certain of its characteristics which can be related to Inquiry Based Mathematics Education. Finally I briefly discuss Varga’s legacy today. Classification: A30, D30, D40, D50. Keywords: Tamás Varga, Guided Discovery approach, Inquiry Based Mathematics Education, history of mathematics education, curricular reform.

Intellectual growth and understanding mathematics: implications for teaching

1972 ◽  
Vol 19 (4) ◽  
pp. 277-282
Author(s):  
Kenneth R. Lovell
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
History Of Mathematics ◽  
The United States ◽  
Vast Array ◽  
New Knowledge ◽  
History Of ◽  
The Moment ◽  
Widespread Interest

The thirty-second yearbook of the NCTM (Jones 1970) deals with the history of mathematics education in the United States and Canada. Scattered throughout the book are references to psychological and educational theories and their impact on mathematics education. The name of Piaget occurs on seven pages, and some of his books are named; but the volume does not spell out the precise ways in which Piaget's work is of value to the mathematics educator. Personally, I have been greatly influenced by his work, details of which have been published in a vast array of books and papers over almost fifty years, although it would be true to say that it is only in the last ten years that there has developed a widespread interest in his work in the United States. I believe that his position regarding the acquisition of certain kinds necesof new knowledge is of more value to the mathematics teacher than any other position at the moment, although I affirm with equal conviction that his theory does not cover a11 the facts and that one day it will be replaced or subsumed by a more allembracing one. Some of the strengths and inadequacies of his theory in relation to mathematics learning have been given by Lovell ([a] 1966) and Beilin (1971). Although it would be wrong for me to outline Piaget's cognitive-development system here, I must make six points that are the assumptions, so to speak, on which the remainder of my paper rests.

scholarly journals HISTORIA DE LAS MATEMÁTICAS EN LA EDUCACIÓN MATEMÁTICA, UNA RUTA DE INVESTIGACIÓN, CREATIVIDAD Y DIVERSIDAD CULTURAL

PARADIGMA ◽  
2020 ◽  
pp. 212-239
Author(s):  
Ligia Arantes Sad ◽  
Claudia Alessandra C. de Araujo Lorenzoni
Keyword(s):  
Teaching Practices ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
School Mathematics ◽  
Mathematical Education ◽  
Pedagogical Practice ◽  
New Knowledge ◽  
History Of ◽  
Relationship Of ◽  
Scientific Ideas

El texto discute el potencial y las contribuciones de la Historia de las Matemáticas en las prácticas de enseñanza de la Educación Matemática, ilustrada por dos episodios específicos de la práctica pedagógica de los autores. Toma como notas teóricas estudios como los de Ferreira, D'Ambrosio, Barbin, Jankivist y Vianna sobre los argumentos, implicaciones y sugerencias dirigidas al uso didáctico de la historia de las matemáticas. Los fundamentos de los autores se basan en un diálogo con la etnomatemática, entendiendo así las matemáticas escolares o las matemáticas, vistas en una forma occidental dominante, como una entre otras posibilidades de hacer y pensar matemáticamente. A lo largo del texto, la historia se destaca como un subsidio para la creación, tanto individual como colectiva, de explicaciones, relaciones de significados, objetos y significados que no se constituyeron hasta entonces. La creatividad, desde la perspectiva de Karwowski, Jankovska y Szwajkowski, y la investigación, en la línea de Ponte, se presentan como elementos relevantes en el proceso de enseñanza para estimular en cada estudiante una relación de construcción y apropiación del conocimiento matemático escolar de manera participativa. , interrogador y productor de nuevos conocimientos. Como resultado, señalamos: ser capaces de unir teorías e ideas científicas al analizar el potencial y las contribuciones de la Historia de las Matemáticas en las prácticas de enseñanza de la enseñanza de las matemáticas en la escuela, involucrando investigación y creatividad en metodologías y contextos híbridos de diferentes culturas.Palabras clave: Historia de las matemáticas. Educación matemática escolar. Juegos indígenas tradicionales. Investigación y creatividad.  HISTORY OF MATHEMATICS IN MATHEMATICAL EDUCATION, A ROUTE OF RESEARCH, CREATIVITY AND CULTURAL DIVERSITY AbstractThe text discusses the potential and contributions of the History of Mathematics in teaching practices in Mathematical Education, illustrated by two specific episodes of the authors' pedagogical practice. It takes as theoretical notes studies like those of Ferreira, D'Ambrosio, Barbin, Jankivist and Vianna about the arguments, implications and suggestions directed to the didactic use of the history of mathematics. The authors' foundations are based on a dialogue with Ethnomathematics, thus understanding school mathematics or mathematics - seen in a dominant Western way - as one among other possibilities of doing and thinking mathematically. Throughout the text, history stands out as a subsidy for the creation, both individual and collective, of explanations, relations of meanings, objects and meanings that were not constituted until then. Creativity, from the perspective of Karwowski, Jankovska and Szwajkowski, and research, in the Ponte line, are presented as relevant elements in the teaching process in order to stimulate in each student a relationship of construction and appropriation of school mathematical knowledge in a participatory way, questioner and producer of new knowledge. As a result we point out - being able to unite theories and scientific ideas when analyzing potentialities and contributions of the History of Mathematics in teaching practices of school Mathematics teaching, involving research and creativity in hybrid methodologies and contexts of different cultures.Keywords: History of Mathematics. School mathematical education. Traditional indigenous games. Research and creativity. HISTÓRIA DA MATEMÁTICA NA EDUCAÇÃO MATEMÁTICA, UMA VIA DE INVESTIGAÇÃO, CRIATIVIDADE E DIVERSIDADE CULTURAL ResumoO texto discute potencialidades e contribuições da História da Matemática em práticas docentes da Educação Matemática, ilustradas por dois episódios específicos da prática pedagógica das autoras. Toma como apontamentos teóricos estudos como os de Ferreira, D’Ambrosio, Barbin, Jankivist e Vianna acerca dos argumentos, implicações e sugestões direcionadas ao uso didático da história da matemática. Os fundamentos das autoras são alicerçados em diálogo com a Etnomatemática, entendendo, assim, a matemática ou a matemática escolar - vista de modo ocidental dominante – como uma entre outras possibilidades do fazer e pensar matematicamente. Ao longo do texto, destaca-se a história como subsídio para criação, tanto individual quanto coletiva, de explicações, relações de significados, objetos e sentidos que não estavam até então constituídos. A criatividade, na perspectiva de Karwowski, Jankovska e Szwajkowski, e a investigação, na linha de Ponte, são apresentadas como elementos relevantes no processo de ensino a fim de estimular em cada estudante uma relação de construção e apropriação do conhecimento matemático escolar de forma participativa, questionadora e produtora de novos conhecimentos. Como resultado apontamos - poder unir teorias e ideias científicas ao analisar  potencialidades e contribuições da História da Matemática em práticas docentes do ensino da Matemática escolar, envolvendo a investigação e a criatividade em metodologias híbridas e contextos de diferentes culturas.Palavras-chave: História da Matemática. Educação matemática escolar. Jogos tradicionais indígenas. Investigação e criatividade.

scholarly journals Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take “The Recognition of Circle” as an Example

2021 ◽  
Vol 5 (8) ◽  
pp. 148-154
Author(s):  
Linfeng Han ◽  
Qian Tao
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Educational Value ◽  
Research Fields ◽  
Education Community ◽  
History Of ◽  
Dynamic Mathematics ◽  
Modern Mathematics ◽  
Mathematics Software

History and Pedagogy of Mathematics (HPM) is one of the important research fields in mathematics education, which has received widespread attention from the mathematics education community because of its educational value. Modern mathematics education technology plays an important auxiliary role in mathematics teaching. Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically. In view of this, this research takes “the recognition of circle” as an example to conduct a research on HPM teaching supported by Hawgent Dynamic Mathematics Software in three aspects: analyze the contents and uncover the history of mathematics, make the products and show the history of mathematics, design the teaching and integrate the history of Mathematics.

Capsule History of the NCTM

1970 ◽  
Vol 17 (2) ◽  
pp. 133-142
Author(s):  
Julius H. Hlavaty
Keyword(s):  
United States ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
The United States ◽  
National Council ◽  
History Of Mathematics Education ◽  
The Past ◽  
History Of ◽  
The Subject

The history of mathematics education in America is the story of a long and exciting adventure. It is the subject of a forthcoming NCTM Yearbook, A History of Mathematics Education in the United States and Canada. The following is a capsule account of the direct involvements and the tangential contacts of the National Council with that history during the past fifty years.

Mathematics Historians Needed

1996 ◽  
Vol 89 (5) ◽  
pp. 413
Keyword(s):  
World War Ii ◽  
Mathematics Education ◽  
Elementary Education ◽  
History Of Mathematics ◽  
Historical Context ◽  
The United States ◽  
Quarter Century ◽  
History Of Mathematics Education ◽  
University Of Georgia ◽  
History Of

The NCTM will publish a professional reference book on the recent history of mathematics education as a companion to its 1970 Yearbook: A History of Mathematics Education in the United States and Canada. The new volume will have two parts. The first part will contain chapters that set the broader historical context for recent developments and reform efforts. The second part will begin with World War II and the “new math” era, concentrating on events in mathematics education of the last quarter century and including reflections by authors who participated in those events. If you are interested in contributing to the volume, submit a two-page proposal to George Stanic, University of Georgia, Department of Elementary Education, 427 Aderhold Hall, Athens, GA 30602; e-mail: [email protected]. Examples of historical research you have conducted may be included with the proposal.

Mathematics Historians Needed

1996 ◽  
Vol 1 (10) ◽  
pp. 779
Keyword(s):  
World War Ii ◽  
Mathematics Education ◽  
Elementary Education ◽  
History Of Mathematics ◽  
Historical Context ◽  
The United States ◽  
Quarter Century ◽  
History Of Mathematics Education ◽  
University Of Georgia ◽  
History Of

The CTM will publish a professional reference book on the recent history of mathematics education as a companion to its 1970 Yearbook: A History of Mathematics Education in the United States and Canada. The new volume will have two parts. The first part will contain chapters that set the broader historical context for recent developments and reform efforts. The second part will begin with World War II and the “new math” era, concentrating on events in mathemalics education of the last quarter century and including reflections by authors who participated in those events. If you are interested in contributing to the volume, submit a two-page proposal to George Stanic, University of Georgia. Department of Elementary Education. 427 Aderhold Hall, Athens. GA 30602; e-mail: [email protected]. Examples of historical research you have conducted may be included with the proposal.

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