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

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

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.

A Matemática para o Professor dos Primeiros Anos Escolares – a Álgebra Entre a Cultura Enciclopédica e a Formação Profissional

2017 ◽  
Vol 10 (1) ◽  
pp. 8
Author(s):  
Wagner Rodrigues Valente
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Cultural History ◽  
History Of Mathematics ◽  
Education History ◽  
School Teachers ◽  
Primary School Teachers ◽  
Training Models ◽  
History Of ◽  
The 19Th Century

Este texto analisa a entrada da Álgebra nos saberes matemáticos de formação de normalistas, a partir das últimas décadas do século XIX. Considera o debate entre dois modelos diferentes, para a formação dos professores dos primeiros anos escolares: o modelo ilustrado, para o ensino de cultura geral e o modelo de formação profissional restrita. A análise realizada toma os referentes da História Cultural. O estudo orienta-se pela questão: que razões justificam a entrada da Álgebra na formação do professor do ensino primário? Os resultados da investigação mostram a presença de rudimentos algébricos que amplificam o domínio da Aritmética tradicional. Em sentido mais amplo, tais conclusões indicam que para o estudo dos modelos de formação é necessário considerarem-se as finalidades de cada um dos saberes particulares, de cada conteúdo matemático.Palavras-chave: Formação de Professores. Educação Matemática. História da Educação Matemática.AbstractThis text analyzes the entrance of Algebra into the mathematical knowledge for the formation of normalists, starting in the last decades of the 19th century. It considers the debate between two different models, for the training of the teachers of primary school: the illustrated model, for the teaching of general culture, and the model of restricted professional formation. The analysis takes the referents of Cultural History. This study is guided by the question: What reasons justify the entry of Algebra into the training of primary school teachers? The results of this investigation show the presence of algebraic rudiments that amplify the domain of traditional Arithmetic. More broadly, these conclusions indicate that for the study of training models it is necessary to consider the purposes of each particular knowledge, of each mathematical content.Keywords: Teacher Training. Mathematics Education. History of Mathematics Education.

Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry

2020 ◽  
pp. 205-218
Author(s):  
Karolina Karpińska
Keyword(s):  
Mathematics Education ◽  
19Th Century ◽  
18Th Century ◽  
History Of Mathematics ◽  
Descriptive Geometry ◽  
Teaching Mathematics ◽  
Education History ◽  
Secondary School Education ◽  
History Of ◽  
The 19Th Century

This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics

scholarly journals Reflexões Acerca da História Oral e suas Potencialidades em Pesquisas do Campo da História da Educação Matemática

2019 ◽  
Vol 12 (2) ◽  
pp. 164
Author(s):  
Kátia Guerchi Gonzales ◽  
Ana Carolina De Siqueira Ribas dos Reis
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Oral History ◽  
History Of Mathematics ◽  
History Of Mathematics Education ◽  
History Of

Este estudo apresenta algumas discussões sobre a metodologia História Oral mobilizada em estudos do campo da Educação Matemática e que tem por objetivo a constituição de fontes de pesquisa a partir da oralidade. Para essa discussão trazemos pressupostos teóricos e procedimentais que fundamentam o trabalho com essa metodologia, os quais abordam desde a concepção de pesquisa historiográfica e fontes até os procedimentos específicos utilizados para a construção das fontes. Apresentamos, também, uma discussão sobre potencialidades do uso da História Oral em pesquisas do campo da História da Educação Matemática, evidenciando como as narrativas criadas têm possibilitado reflexões sobre experiências na formação de professores que ensinam Matemática.Palavras-chave: Formação de Professores. História Oral. Constituição de Fontes.AbstractThis study presents some discussions about Oral History methodology mobilized in studies in the field of Mathematics Education and whose objective is the constitution of research sources from orality. For this discussion we bring theoretical and procedural assumptions that are the foundation for this methodology, which approach from the conception of historiographic research and sources to the specific procedures used for the construction of the sources. We also present a discussion about potentialities of the use of Oral History in researches in the field of History of Mathematics Education, showing how the created narratives have made possible reflections on experiences in the formation of teachers who teach Mathematics.Keywords: Teacher Training. Oral History. Constitution of Sources.

scholarly journals Problems and the history of mathematics education: A proposal for the continued teacher training

2019 ◽  
Vol 21 ◽  
pp. 137-148
Author(s):  
Andreia Fernandes De Souza ◽  
Luciane De Fatima Bertini ◽  
Alan Marcos Silva de Rezende
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
History Of Mathematics ◽  
History Of Mathematics Education ◽  
History Of

scholarly journals Uma ‘Aritmética Para Ensinar’ no Curso Primário: Orientações nos Manuais para o Ensino de Multiplicação

2018 ◽  
Vol 11 (1) ◽  
pp. 64
Author(s):  
Viviane Barros Maciel
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
20Th Century ◽  
History Of Mathematics ◽  
Early 20Th Century ◽  
Doctoral Research ◽  
Training History ◽  
History Of ◽  
And Training ◽  
Over Time

Como se dá o processo de constituição de uma aritmética para ensinar no curso primário a partir da leitura de orientações dadas aos professores nos manuais pedagógicos (1880 – 1970)? Buscando por respostas a esta questão maior, a pesquisa de doutorado traz um primeiro resultado tendo como foco as orientações para o ensino de multiplicação. Que multiplicação para ensinar se configura no final do século XIX e início do século XX nos manuais pedagógicos? Para tanto, a pesquisa se pautou em autores que colocam os saberes no centro das profissões de ensino e de formação. A extração de elementos a partir da análise das orientações nos manuais e a ligação destes com o que os referenciais denominam ‘saberes para ensinar’ proporcionaram uma leitura da multiplicação para ensinar que se estabelece no período. A perspectiva é de que ao longo do tempo, com a análise de outros manuais e de outros saberes a ensinar, o processo de constituição de uma aritmética para ensinar possa ser revelado.Palavras-chave: aritmética escolar; formação de professores; história da educação matemáticaAbstractHow does happen the constitution process of a ‘arithmetic for teaching’ in the primary school fron the reading of guidelines given to the teachers in manuals teaching (1880 – 1970) ? Looking for answers to this larger question, the doctoral research brings a first result focused guidelines for teaching multiplication. That multiplication for teaching is configured in the late 19th and early 20th century teaching manuals? Thus, the research was based on authors who prioritize knowledge and put them at the heart of the profession of teaching and training. The extraction of elements from the analysis of the guidelines in the manuals and the connection with what the references are called ‘ savoirs pour enseigner ‘ provided a reading of multiplication to teach that is established in the period. It is thought to be possible that over time, with the analysis of other manuals and other knowledges to teaching, the establishment of a arithmetic for teaching process can be revealed.Keywords: school arithmetic; teacher training; history of mathematics education.

The history of Tatar mathematics education

2020 ◽  
pp. 129-142
Author(s):  
Ildar Safuanov
Keyword(s):  
Mathematics Education ◽  
20Th Century ◽  
19Th Century ◽  
History Of Mathematics ◽  
Arabic Language ◽  
Mathematical Education ◽  
Modern Times ◽  
History Of ◽  
Three Stages ◽  
The 19Th Century

The history of mathematics education of the Tatar nation from Medieval to modern times is described. Three stages of the development of mathematical education in Tatar schools are traced: 1) Mathematical education in Arabic language (up to the last decades of the 19th century); 2) Mathematical education in old Turk-Tatar language with terminology mostly in Arabic (second half of 19th century and the beginning of 20th century); 3) Mathematical education in modern Tatar language (from the beginning of the 20th century, especially after the October revolution). Keywords: history, mathematics education, Tatar language

scholarly journals On processes of coloniality and decoloniality of knowledge: notions for analysing the international history of mathematics teaching

ZDM ◽  
2021 ◽  
Author(s):  
Gert Schubring
Keyword(s):  
General Education ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Educational Systems ◽  
Political Processes ◽  
Local Structures ◽  
Novel Approach ◽  
History Of ◽  
Global And Local ◽  
First Time

AbstractThe aspiration of this paper is to develop a novel approach towards investigating the socio-political history of mathematics teaching in educational systems. Traditionally, historical studies are confined to just one country, the author’s country. Broader approaches address international developments by confronting and comparing global and local aspects—revealing general patterns and more specific ‘local’ structures and characteristics. Yet, already in antiquity and medieval times, the specific characteristic of mathematics teaching, namely to operate at the crossroads of general education and vocational training, proved to be intimately tied to the functioning of the particular political system. In pre-modern times, however, a truly international pattern emerged for the first time: European powers conquered, occupied and colonised overseas regions. Given that educational systems were emerging at the same time within these states, they often transmitted elements of these structures to their colonies. This phenomenon included mathematics, and the history of its teaching is analysed here as a part of coloniality. It is shown that this was not a uniform process, and the differences between the various colonial powers are discussed. The involvement of mathematics in the process of decolonisation is addressed, as well as its role in the tension between continued coloniality and movements of decoloniality. Finally, the general framework provided for studying socio-political processes connected with establishing mathematics teaching within public educational systems is applied, in order to analyse recent coloniality practices effected by international achievement studies.

scholarly journals A jovem normalista que fui, a professora que fui: inserção profissional feminina através de memórias de normalistas

2017 ◽  
Vol 1 (1) ◽  
pp. 193
Author(s):  
Raquel Silveira Martins
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Narrative Research ◽  
History Of Education ◽  
Minas Gerais ◽  
Oral Narratives ◽  
Normal School ◽  
Research Results ◽  
Woman Teacher ◽  
History Of

Esse artigo busca apresentar os resultados de uma pesquisa sobre a escolha do magistério como forma de inserção profissional de normalistas que frequentaram a Escola Normal Nossa Senhora de Oliveira, na cidade Oliveira, no  Centro-Oeste de Minas Gerais, entre os anos 1971 e 1974. Nesse sentido, as ideias que permeiam esse esboço vão ao encontro das concepções e conceitos sobre a mulher-professora, a formação de professores, em especial para o antigo ensino primário, e a história da educação em Minas Gerais. A metodologia utilizada é concernente à pesquisa narrativa e os dados terão como fonte principal narrativas orais de formandas da referida escola normal no período assinalado.The young normalist I was, the teacher I was: female professional insertion through normalist memories. This article aims to present research results on the choice of teaching as a form of professional insertion for normalistas who attended the Normal School of Our Lady of Oliveira, Oliveira city, Midwest of Minas Gerais, between 1971 and 1974. In this sense, the ideas that pervade this outline will meet the ideas and concepts of the woman - teacher, teacher training, especially for the old primary school, and the history of education in Minas Gerais. The methodology used is concerning the narrative research and data will have as the main source of oral narratives trainees said normal school in the indicated period. Keywords: Normalists; Feminization; Teacher school; Narrative research.

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