scholarly journals Reorganização da Instrução Pública em Santa Catarina: Saberes Matemáticos no Programa dos Grupos Escolares de 1920

2018 ◽  
Vol 11 (1) ◽  
pp. 80 ◽  
Author(s):  
Yohana Taise Hoffmann ◽  
David Antonio da Costa
Keyword(s):  
Mathematical Knowledge ◽  
Daily Life ◽  
History Of Education ◽  
Mathematical Education ◽  
Santa Catarina ◽  
Normative Documents ◽  
History Of ◽  
The Subject ◽  
Intuitive Method

Este texto tem como objetivo analisar o Programa de Ensino dos Grupos Escolares de 1920 de Santa Catarina, privilegiando conteúdos e métodos prescritos relativos aos saberes matemáticos. A partir dos estudos de Valente (2015, 2016) e Trouvé (2008), são tomadas as categorias elementar e rudimentar caracterizadas por Condorcet e Pestalozzi. Arrolando demais documentos normativos e dialogando com as pesquisas realizadas no âmbito da história da educação e da história da educação matemática traçou-se um cenário educacional catarinense. Evidenciamse as características do método intuitivo, com os exercícios práticos que desenvolvem o raciocínio dos alunos, a matéria “lições de coisas” com a utilização de objetos e o uso de instrumentos associados à vida diária dos alunos. Sendo a natureza do ensino dos saberes matemáticos, rudimentares.Palavras-chave: Saber matemático. Elementar. Rudimentar. Condorcet. Pestalozzi.AbstractThis text aims to analyze the Program of Teaching of School Groups of 1920 of Santa Catarina, privileging contents and prescribed methods related to mathematical knowledge. From the studies of Valente (2015, 2016) and Trouvé (2008), the elementary and rudimentary categories characterized by Condorcet and Pestalozzi are taken. Listing other normative documents and dialoguing with the researches carried in the context of the history of education and the history of mathematical education a Santa Catarina educational scenario was traced. They are evidenced the characteristics of the intuitive method, with the practical exercises that develop students’ reasoning, the subject “lessons of things” with the use of objects and the use of instruments associated with the daily life of students. Being the nature of the teaching of mathematical, rudimentaryKeywords: Know mathematical. Elementary. Rudimentary. Condorcet. Pestalozzi

scholarly journals Os Saberes Matemáticos na Formação de Professores Efetivos no Paraná da Primeira República

2018 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Iara Da Silva França ◽  
Antonio Flavio Claras
Keyword(s):  
Cultural History ◽  
Primary Education ◽  
Effective Teachers ◽  
Mathematical Knowledge ◽  
History Of Education ◽  
Primary Teachers ◽  
Mathematical Education ◽  
First Republic ◽  
History Of ◽  
Teaching Programs

Os professores primários paranaenses denominados efetivos tinham formação diferente daquela ofertada pela Escola Normal e possuíam, em sua maioria, somente o Curso Primário. Nos estudos aqui apresentados interessou-nos saber que saberes matemáticos o curso primário proporcionava a esses futuros professores efetivos durante a Primeira República. Amparados na história cultural, buscamos respostas nos documentos oficiais pertinentes, em especial, nos Programas de Ensino. O estudo evidencia para os professores efetivos da Primeira República uma formação geral, com os saberes necessários a ensinar, carecendo em grande medida, dos saberes para ensinar matemática. As mudanças ocorridas nos Programas buscavam sustentar a finalidade do ensino primário, sem proporcionar a formação para ensinar, visto não ser essa a sua finalidade.Palavras-chave: História da Educação. Formação de Professores. Saberes Matemáticos.AbstractThe primary teachers of Paraná called effective had different formation from that offered by the Normal School and had, in their majority, only the Primary Course. In the studies presented here, we were interested to know what mathematical knowledge the primary course provided to these future effective teachers during the First Republic. Based on cultural history, we seek answers in the pertinent official documents, especially in the Teaching Programs. The study shows for the effective teachers of the First Republic a general formation, with the necessary knowledge to teach, lacking in great measure, the knowledge to teach mathematics. The changes that occurred in the Programs sought to support the purpose of primary education, without providing the training to teach, since this is not its purpose.Keyword: History of Education. Mathematical Education. Mathematical Knowledge.

Dodds and Educational Policy for a Defeated Germany

2019 ◽  
pp. 244-263
Author(s):  
David Phillips
Keyword(s):  
Educational Policy ◽  
History Of Education ◽  
The State ◽  
University Teachers ◽  
Nazi Ideology ◽  
Foreign Office ◽  
History Of ◽  
The Subject ◽  
Post War ◽  
German Universities

This chapter examines the work of E.R. Dodds during preparations for the post-war occupation of Germany. In 1940, Dodds joined Arnold Toynbee’s ‘Foreign Research and Press Service’, which had moved to Oxford, and he began to work on the history of education in Germany. Arnold’s group eventually became the Foreign Office Research Department (FORD), and Dodds produced for it lengthy memoranda to inform others working on the subject. He also lectured at many meetings and published a pamphlet, Minds in the Making, a study of the hollowness and barbarity of Nazi ideology and its effects on education. For FORD he also chaired committees on re-education and on textbook production. In 1947, he led a delegation to Germany of the Association of University Teachers, which produced a damning report on the state of German universities. He proved to be one of the most significant people involved in shaping educational policy as it developed in the British Zone of Germany.

scholarly journals Women's Institutes in Imperial Russia in the wording of the normative documents (1764 – early XX century): terms, typology, dates

2021 ◽  
pp. 110-129
Author(s):  
Varvara Vital'evna Ponomareva
Keyword(s):  
Normative Documents ◽  
The Past ◽  
Imperial Russia ◽  
Class Composition ◽  
History Of ◽  
The Subject ◽  
The Russian Empire ◽  
First Time ◽  
Departmental Affiliation

The subject of this research is the foundation of women’s education system in the Russian Empire, namely of the Office of the Institutions of Empress Maria, which totaled up to three dozen by the early XX century. Actualization of the knowledge about the best examples of the Russian school in the past is determined by the fundamental importance of education in the context of ongoing modernization of the country. The topic of Women's institutes of Imperial Russia, which existed for over 150 years, is poorly studied. Despite the extensive source base, in the historical literature one can often come across improper names of the institutes, determination of their departmental affiliation, class composition of the students, as well as incorrect dating and topography. Using the historical-systemic and typological analysis, the author determines and clarifies the conceptual framework of the problematic as a necessary research toolset. The author's contribution to selected topic consists in discovery of a wide variety of sources, including those introduced into the scientific discourse for the first time, accurate names of the institutes and variations in the official documents and everyday practice., their renaming and the causes. The article also traces the dynamics of changes in the class and confessional composition of students since the establishment of the institutes until the beginning of the XX century. Subordination and departmental affiliation at different stages of the history of these institutes is clarified.

scholarly journals La naturaleza de la Matemática, sus concepciones y su influencia en el salón de clase

2011 ◽  
Author(s):  
Alfonso Jiménez Espinosa
Keyword(s):  
Great Part ◽  
Mathematical Object ◽  
Necessary Condition ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Abstract Entities ◽  
The World ◽  
Mathematics Knowledge ◽  
History Of ◽  
The Subject

Aunque en las últimas dos décadas la situación tiende a cambiar, históricamente se ha tenido la creencia de que para enseñar matemáticas sólo se requiere el buen dominio de los temas, sin tener en cuenta que implícitamente hay una actitud frente a la clase, esta actitud del profesor se refleja en las actividades que desarrollan los estudiantes, de acuerdo con lo que él crea que es esta disciplina y con los fines que persiga su enseñanza, es decir, saber buena matemática es una condición necesaria, pero no suficiente para enseñarla. La actuación del profesor frente a sus estudiantes –la mayoría de las veces implícita e inconsciente– determina en gran medida el progreso de ellos, los resultados en sus aprendizajes y el gusto o la aversión por la matemática. Así las cosas, el problema no es solo cuánta matemática se sabe, ni cuál es la mejor forma de enseñarla, sino tener suficiente claridad sobre qué es realmente la matemática (Hersh, 1986). Tradicionalmente se han manejado dos formas básicas de concebir los conceptos matemáticos: como entes abstractos o como entes que tienen relación con el mundo y con el entorno en que se vive, a lo largo de la historia de la matemática, diversas escuelas filosóficas han estudiado estas dos formas de ver los objetos matemáticos, como el platonismo, el idealismo, el racionalismo, el logicismo, el empirismo, el constructivismo, el formalismo y, últimamente, el enfoque socio-cultural. De esta forma, el objetivo de este artículo es examinar algunas de estas posturas filosóficas sobre la naturaleza de la matemática, su incidencia en el salón de clase y en el aprendizaje de los estudiantes, y generar reflexión entre los docentes del área, conducente a hacer una matemática más agradable y significativa para los niños y jóvenes. Palabras clave: naturaleza de la matemática, objeto matemático, enseñanza, aprendizaje. Abstract Even if in the last two decades the situation tends to change, the history of mathematical education shows that, it has had the belief that to be a maths teacher, one only needs a good command of its topics, without having in mind that one has an attitude in front of the class. The teacher’s attitude is reflected in the activities that the students develop, according how he perceives the subject and the objectives pursued by his teachings. In other words, a good  mathematics knowledge is a necessary condition, but not sufficient to teach it. The teacher’s performance in front of his students -most of the time implicit and unconscious- determines a great part of the students progress, the results in their learning and their like or dislike of the subject. Therefore, ‘the problem is not only how much mathematics knowledge one has, nor which is the best way to teach it, but to have sufficient clarity of what mathematics is truly about’ (Hersh, 1986). Traditionally, there have been two basic forms of conceiving mathematical concepts: As abstract entities or as entities related to the world and the environment in which we live. Through the history of maths, diverse philosophical schools have studied these two forms of viewing mathematical notions: As abstract entities or entities which have a relation with the world and the environment where ones lives. Throughout maths’ History diverse philosophical schools have studied these two ways to see the mathematical concepts, such as platonism, idealism, rationalism, logicism, empiricism, constructivism, formalism and ultimately the social-cultural approach. Thus the objective of this article is to examine some of these philosophical statements about mathematics nature, its presence in the classroom, and in the students learning in order to generate a reflection among those who teach it, to make mathematics more enjoyable and meaningful to children and teenagers.Key words: Nature of Mathematics, Mathematical Object, Teaching, Learning.

scholarly journals Melampaui Kedirian Identitas Batak Melalui Ritual dan Sejarah Masyarakatnya Atas Inspirasi Levinas

2020 ◽  
Vol 6 (2) ◽  
pp. 174-189
Author(s):  
Maria Anggreini Grace Kelly Habeahan ◽  
Ruth Florescia Simanjuntak ◽  
Rustono Farady Marta
Keyword(s):  
Qualitative Research ◽  
Daily Life ◽  
Social Reality ◽  
Original Condition ◽  
Human Beings ◽  
Social Construct ◽  
Interpretive Paradigm ◽  
History Of ◽  
The Subject ◽  
The Individual

This study aims to determine the identity and selfhood of each Batak community towards the messages conveyed by their ancestors to be applied in the daily life of the Batak community. The research uses an interpretive paradigm, which views social reality as something dynamic, processed and full of subjective meaning. Social reality is nothing but a social construct. The author describes the Batak community's construction of the philosophy passed down from their ancestors in the life of individual relations with their groups. Qualitative research leads to the original condition the subject is in. The results of this study have revealed that every dialogue that is displayed has the identity of the Batak tribe that has been created due to infinite things that can transcend human beings and continue to be carried out across generations. This belief is repeated from each generation to be applied to their descendants for every ancestral message, traditional rituals, and history of the Batak community to give identity to selfhood as an individual of the Batak tribe. The conclusion is to find things that are not visible, that do not exist in this program to explain the identity of the Batak people. What transcends the individual into what does not exist is an identity for Batak society. The principle of living with the Batak philosophy, and the consequences of not doing it, is the reason every individual is trapped in having to carry out a culture like it or not as Batak society.

scholarly journals O życiu rodzinnym i edukacji córek księcia Franciszka Ksawerego de Saxe w świetle dokumentów Archives départemantales de l’Aube

2019 ◽  
pp. 21-34
Author(s):  
Agnieszka Jakuboszczak
Keyword(s):  
Everyday Life ◽  
18Th Century ◽  
Daily Life ◽  
History Of Education ◽  
Electronic Version ◽  
Complex World ◽  
Educational Progress ◽  
Royal Family ◽  
The Enlightenment ◽  
History Of

Francis Xavier of Saxony, the son of Augustus III, Elector of Saxony and King of Poland, left a very extensive correspondence, which has been preserved until our times in the Departmental Archives in Troyes. The collection constitutes a very important source for the history of everyday life and the history of education of aristocracy in the 18th century. A part of the collection is available in the electronic version on the website of the Archives. Numerous children of the Prince, the sons, as well as daughters, obtained the education suitable for the royal family – comprehensive, competent, pursuing the spirit of the Enlightenment. The period of pursuing knowledge by the children of Francis Xavier was not the time of severing the ties with the parents. The relationships between the father and his sons and daughters were lasting and became more intense in the course of time. Carefully selected tutors and governesses were a very important link between the Prince and his wife and the children. Preceptors not only controlled the educational progress, but also every aspect of daily life, especially of the girls. The Prince expected detailed reports which facilitated control over the adolescent boys and girls, for whom best matches for marriage were being arranged. A complex world of relationships of Francis Xavier’s family completes for us the picture of everyday life of the ruling families, so often confined by the tight restraints of the ceremonial.

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.

A Glance after a Century: How the Subject of Cubes were Taught in Geometry Classes at Secondary Schools

2018 ◽  
Vol 4 (1) ◽  
pp. 80-92
Author(s):  
Gönül Türkan Demir ◽  
Keziban Orbay ◽  
Emine Altunay Şam
Keyword(s):  
Development Process ◽  
History Of Education ◽  
Descriptive Study ◽  
New Concepts ◽  
Education Study ◽  
History Of ◽  
Preparatory Stage ◽  
The Subject ◽  
Textual Content ◽  
Document Review

This descriptive study was undertaken with the survey model and aimed to present the textual content of geometry classes in 1919 including the examples of application. Document review method was used in the history of education study. The text body under investigation in teaching the subject of cubes in geometry classes was presented in the following format: preparatory stage, reviewing prior lessons, presenting new concepts, associating these new concepts with daily life and student practices. This study which focused on the teaching practices during the historical development process of geometry instruction is believed to contribute to the work of educators in this domain.

The Importance of Mathematical Education: An Old Story, Oft Repeated

1943 ◽  
Vol 36 (1) ◽  
pp. 21-28
Author(s):  
William L. Schaaf
Keyword(s):  
Social Justice ◽  
Mathematical Education ◽  
Realistic View ◽  
History Of ◽  
The Subject ◽  
Democratic Support ◽  
Social Importance

Some half a dozen years ago, referring to the precarious position of mathematical education, Professor E. T. Bell asserted that “in the coming tempest only those things will be left standing that have something of demonstrable social importance to stand on…. The harsh attrition has already begun. Are not mathematicians and teachers of mathematics in liberal America today facing the bitterest struggle for their continued existence in the history of our Republic? American mathematics is exactly where, by common social justice, it should be—in harassed retreat, fighting a desperate rear-guard action to ward off annihilation. Until something more substantial than has yet been exhibited, both practical and spiritual, is shown the non-mathematical public as a justification for its continued support of mathematics and mathematicians, both the subject and its cultivators will have only themselves to thank if our immediate successors exterminate both. Taking a realistic view of the facts, anyone but an indurated bigot must admit that mathematics has not yet made out a compelling case for democratic support…. This must be done, and immediately, if mathematics is to survive in America.”1

Locating the real William Colenso: reviewing a thirty year research journey

2014 ◽  
Vol 43 (2) ◽  
pp. 231-244
Author(s):  
Kay Morris Matthews
Keyword(s):  
New Zealand ◽  
Design Methodology ◽  
History Of Education ◽  
Historical Analysis ◽  
Research Review ◽  
Content Type ◽  
Raising Awareness ◽  
History Of ◽  
The Subject ◽  
The Church

Purpose – The purpose of this paper is to demonstrate the importance of ongoing conversations between researchers and librarians. Without such conversations followed by the active purchasing of manuscripts, the important contributions of individual first settlers would likely remain untold. The research review that unfolds here is of one of New Zealand's significant first settlers, William Colenso (1811-1899). Yet, 30 years ago William Colenso was mostly regarded as a local rather than a national figure, renowned and ridiculed for his being dismissed from the Church Missionary Society for moral impropriety in 1852. By 2011, however, a conference dedicated to his life and work attracted both national and international scholars raising awareness and contributing unique knowledge about Colenso as missionary, printer, linguist, explorer, botanist, politician, author and inspector of schools. It is argued that such scholarship was enabled through the purposeful collecting of Colenso's papers over 30 years. Design/methodology/approach – The historical analysis draws from original documents and published papers chronicling the role and the views of one of New Zealand's first inspector of schools. A self-reflective review approach will show how new knowledge can enhance earlier published works and provide opportunities for further analysis. Findings – It will be demonstrated that as a result of ongoing conversations between librarians and researchers purposeful buying of archives and manuscripts have added fresh perspectives to the contributions William Colenso made to education in provincial New Zealand. Originality/value – This work is perhaps the first critical re-reading and review of one's own scholarship undertaken across 30 years within New Zealand history of education. It offers unique self-reflections on the subject focus and analyses of it over time.

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