History of Mathematics Education in Brazil: an overview of secondary education

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2021-08-01 DOI:10.54870/1551-3440.1530

Maria Laura Magalhães Gomes, Antonio Vicente Marafioti Garnica

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Abstract

The field of the history of mathematics education, inscribed in the field of research on mathematics education in Brazil, has been developed as a result of the work of many groups of researchers, dedicated to varied themes under the light of various theoretical and methodological approaches. While it is impossible to describe in detail such studies in a single article, the objective of this text is to offer an overview of research results on a specific topic – mathematics in secondary education and training of teachers to teach at this level, over the years. The current situation of the country regarding education in general is related to the past and different Brazilian political periods: Colony, Empire and Republic. We will succinctly examine the beginnings of Brazilian basic school education before the Republic, seeking to highlight characteristics of secondary school studies, especially regarding the teaching of mathematics. Then, we will focus on the same themes during the period after the establishment of the Republican regime. Finally, we will discuss the historical trajectory of the training mathematics teachers who work on secondary education in the country.

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巴西数学教育史：中等教育综述

巴西数学教育研究领域中的数学教育史领域是许多研究人员小组的工作成果，他们致力于根据各种理论和方法论方法研究各种主题。虽然不可能在一篇文章中详细描述这些研究，但本文的目的是概述一个特定主题的研究结果——多年来中等教育中的数学和该级别教师的培训。巴西目前的教育状况与过去和不同的巴西政治时期有关：殖民地、帝国和共和国。我们将简要回顾共和国之前巴西基础学校教育的开端，力求突出中学学习的特点，特别是在数学教学方面。然后，我们将在共和党政权成立后的这段时间里关注同样的主题。最后，我们将讨论我国中等教育数学教师培训的历史轨迹。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.