Intercâmbio intelectual, formação de professores e programas escolares: Alda Lodi, expert

Este artigo procura examinar a trajetória de Alda Lodi, enfocando o modo como sua atuação, no campo do ensino de matemática, consolidou seu papel de expert da educação em Minas Gerais. Formada na Escola Normal de Belo Horizonte, Lodi viajou aos Estados Unidos em 1927 como parte de uma missão pedagógica vinculada à reforma Francisco Campos. Sua viagem de estudos ao Teachers College funcionou como elemento de ascensão profissional, ao mesmo tempo em que fundamentou as discussões que ela desenvolveu com as professoras-alunas da Escola de Aperfeiçoamento de Belo Horizonte, onde foi professora de Metodologia da Aritmética. Neste artigo, procuramos explorar suas contribuições para o ensino de matemática a partir dos programas de Aritmética e Geometria do ensino primário – escritos por ela para a Secretaria de Educação de Minas Gerais entre os anos de 1941 e 1953. Com isso, procuramos contribuir para os estudos que investigam o papel que os experts desempenharam na sistematização de saberes a e para ensinar matemática no Brasil.Cultural exchange, teacher training and school programs: Alda Lodi, expertThis article aims to examine Alda Lodi’s career, focused on the way her work in the field of mathematics education helped to place her as an education expert in Minas Gerais. Alda Lodi graduated at the Belo Horizonte Normal School in 1915. In 1927, she travelled to the United States to study education as part of a pedagogical mission organized by Francisco Campos, who was reforming the education system of Minas Gerais state. Her time at the Teachers College, Columbia University was very important to her career. It also played a central role in the discussions developed by her at the Escola de Aperfeiçoamento de Belo Horizonte (Belo Horizonte Teacher Training School, in free translation), in the field of Methodology of Arithmetic. In this article we are going to explore her contributions to the teaching of mathematics using two Arithmetic and Geometry programs she wrote between the 1940’s and 1950’s for the Minas Gerais Department of Education. Thus, we aim to contribute to the studies that deal with the role played by experts in the systematization of the knowledge to teach and for teaching in the field of mathematics education in Brazil.Keywords: History of mathematics education; Alda Lodi; Experts; Teaching programs.

Dedicated to the 95th anniversary of the outstanding scientist Academician of the National Academy of Sciences of Ukraine V.L. RVACHOV

The article is dedicated to the outstanding scientist of the twentieth century, Academician of the National Academy of Sciences of Ukraine Volodymyr Logvynovych Rvachev, who would have turned 95 in 2021. At one time VL Rvachev was the first rector of HIRE, in 1970 he became head of the Department of Theoretical and Mathematical Physics of KhPI (now it is the Department of Applied Mathematics). The name of this famous scientist is included in the golden pages of the history of mathematics and mechanics. The R-functions theory, as the main scientific discovery of his life, forever glorified VL Rvachev as a great scientist. He created also scientific school which is world-famous due to the numerous implementations and uniqueness of the RFM method. The main biographical data of the famous scientist are presented in the work, the versatility of the talented person, the depth of his life views, the breadth of horizons are emphasized. Particular attention is paid to the development and further application of the R-functions theory to solve modern problems. The response of close people, students and followers who remember their great Teacher is presented in words of gratitude to Volodymyr Logvynovych.

Manual Didática da Aritmética e os Saberes a e para ensinar sistematizados por Ismael França Campos (1950-1960)

O presente artigo é o extrato de um estudo em curso, no âmbito da Iniciativa Ciência, que tem por objetivo caracterizar elementos dos saberes a e para ensinar sistematizados para a formação de professores sobre o conteúdo de aritmética, especificamente no ensino de frações em tempos de orientações da psicologia científica elaboradas durante o movimento Escola Nova sobre o Manual Didática da Aritmética. Cortesia de Ismael França Campos, Diretor e Professor do Instituto de Educação (IE) (1943-1964). Pela abordagem teórico-metodológica, a pesquisa assume a forma de um estudo sócio-histórico. Na análise, os saberes que sustentam o movimento da Escola Nova relacionam-se com os métodos de ensino e neste Manual há orientações direcionadas aos professores de como ensinar. Os resultados encontrados mostram que os saberes a e para ensinar no material analisado estão em diálogo com as ideias da psicologia científica.Didactic Manual of Arithmetic and Knowledge for and to teaching systematized by Ismael França Campos (1950 -1960)This article is an extract from an ongoing study, within the scope of the Science Initiative, which aims to characterize elements of knowledge to and for teach systematized for the training of teachers on the content of arithmetic, specifically in the teaching of fractions in times of orientation of scientific psychology, developed during the Escola Nova movement on the Didactic Manual of Arithmetic. Courtesy of Ismael França Campos, Director and Professor at the Instituto de Educação (IE) (1943-1964). Through the theoretical-methodological approach, the research takes the form of a socio-historical study. In the analysis, the knowledge that sustains the Escola Nova movement is related to the teaching methods and in this Manual, there are guidelines directed to teachers on how to teach. The results found show. The results found show that the knowledge for and to teach in the analyzed material is in dialogue with the ideas of scientific psychology.Keywords: Ismael França Campos; History of mathematics education; Teaching profession; Arithmetic.

Joaquim de Oliveira Santos e a modernização da aritmética da escola primária ludovicense

Este estudo tem como objetivo compreender as contribuições do professor Joaquim de Oliveira Santos na modernização da Aritmética da Escola Primária ludovicense. O texto busca responder ao questionamento central: quais as contribuições de Joaquim de Oliveira Santos na modernização da aritmética da escola primária ludovicense? Para tanto, vale-se do aporte teórico-metodológico ancorado na História Cultural, com base nos trabalhos de Chartier (2017), e na História da educação matemática, com base em Valente (2017) e Pinto (2017). Quanto ao corpus investigativo, as fontes incluem documentos oficiais e, principalmente, livros didáticos escritos pelo professor. A produção do professor Joaquim de Oliveira Santos, identificada nos documentos aos quais tivemos acesso, evidencia incessante busca pela modernização da Aritmética da escola primária ludovicense, bem como pela melhor qualidade da formação de professores primários maranhenses em tempos da vaga intuitiva. As análises permitem inferir que o professor Joaquim de Oliveira Santos desenvolveu trabalhos com vistas à modernização da Aritmética do ensino primário em São Luís, em harmonia com aquilo que era evidenciado no cenário educacional em níveis nacional e internacional.Joaquim de Oliveira Santos and the modernization of arithmetic in the Ludovician primary schoolThis study aims to understand the contributions of Professor Joaquim de Oliveira Santos in the modernization of Arithmetic at Escola Primária Ludovicense. The text seeks to answer the central question: what are the contributions of Joaquim de Oliveira Santos in the modernization of Arithmetic at Elementary School Ludovicense? For that, it makes use of the theoretical-methodological contribution anchored in Cultural History, based on the works of Chartier (2017), the History of Mathematics Education, Valente (2017), Pinto (2017). As for the investigative corpus, the sources include official documents, and mainly textbooks written by the professor. The production of teacher Joaquim de Oliveira Santos, identified in the documents to which we had access, shows the teacher's incessant search for the modernization of Arithmetic in the ludovician Elementary School, as well as for the better quality of education for primary teachers in Maranhão, in times of the intuitive wave. The analyzes allow us to infer that Professor Joaquim de Oliveira Santos developed works with a view to modernizing Arithmetic in primary education in São Luís, in harmony with what was evident in the educational scenario at national and international levels.Keywords: Joaquim de Oliveira Santos; Teaching math; Primary School; History of Education in Maranhão.

Developing Female Pre-Service Teachers' Mathematics Self-Efficacy by Integrating History of Mathematics into Teaching During Lesson Study

History of mathematics (HOM) was incorporated into peer teaching during lesson study as a strategy to augment the mathematics self-efficacy of female pre-service teachers in Ghana. An overview of studies on methodological approaches of integrating the history of mathematics into the teaching and learning process was presented. Mathematics Self-efficacy Scale and Grade Descriptor Grid were used to assess 12 female pre-service teachers' confidence level and performance respectively during lesson study. Results revealed that pre-service teachers exhibited a moderate self-efficacy level as well as moderately good performance in lesson instruction. A web-based questionnaire item responded by participants revealed that integrating HOM into lessons has the potential to improve teachers' self-efficacy. The impact of the study included: change of pre-service teachers' perception about teaching mathematics, a positive attitude towards mathematics, broadened conceptual knowledge and exposure to the multiplicity of problem-solving approaches. It was recommended that innovative pedagogical strategies should be adopted to enhance females' self-efficacy towards teaching mathematics. Also, teachers need to participate in lesson study as a professional collaboration which can improve their pedagogical knowledge. Further studies should investigate the relationship between prospective female teachers' self-efficacy and their mathematics achievement.

Academician Jonas Kubilius: works dedicated to the history of Lithuanian mathematics

The rise of the Lithuanian mathematical school in the second half of the 20th century is associated with the development of probability theory and its application, and the foundations of that school were insightfully laid by the famous Lithuanian mathematician Jonas Kubilius. However, the academician also had a second vocation – the history of mathematics. At the end of the 20th century, he purposefully researched the mathematical legacy of the poet, bishop A. Baranauskas, recognizing him as the first Lithuanian mathematician researcher of the second half of the 19th century. At the beginning of the 21st century, J. Kubilius undertook a detailed implementation of the idea of a work in the history of Lithuanian mathematics. For this purpose, an informal group of specialists was convened, the content of the work was planned, and the research-based book series ``From the History of Lithuanian Mathematics'' was published. The fourth book in this series, Mathematics in Lithuanian Higher Education Institutions in 1921–1944, presents the research of an academic who reveals the situation of mathematics in universities in Kaunas and Vilnius. In addition, the memoirs of mathematics history by J. Kubilius, dedicated to mathematicians Z. Žemaitis, G. Žilinskas and V. Statulevičius, should be mentioned. The article, at the end of which fragments of the author's memories are presented, is dedicated to the centenary of the birth of Academician J. Kubilius.

Transcultural Networks and Connectivities: The Circulation of Mathematical Ideas between India and England in the Nineteenth Century

The nineteenth century has been characterised as a period in which mathematics proper acquired a disciplinary and institutional autonomy. This article explores the intertwining of three intersecting worlds of the history of mathematics inasmuch as it engages with historicising the pursuit of novel mathematics, the history of disciplines and, more specifically, that of the British Indological writings on Indian mathematics, and finally, the history of mathematics education in nineteenth century India. But, more importantly, the article is concerned with a class of science and mathematics teaching problems that are taken up by researchers—in other words, science and mathematics teaching problems that lead to scientific and mathematical research. The article argues that over a period of 50 years, a network of scholars crystallised around a discussion on mathematics proper, the history of mathematics and education. This discussion spanned not just nineteenth-century England but India as well, involving scholars from both worlds. This network included Scottish mathematicians, East India Company officials and administrators who went on to constitute the first generation of British Indologists, a group of mathematicians in England referred to as the Analytics, and traditional Indian scholars and mathematics teachers. The focus will be on the concerns and genealogies of investigation that forged this network and sustained it for over half a century.