<b>Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view?

Wagner Rodrigues Valente

doi:10.4025/actascieduc.v37i3.24271

<b>Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view?

Wagner Rodrigues Valente Universidade Federal de São Paulo

DOI: https://doi.org/10.4025/actascieduc.v37i3.24271

Abstract

This text aims to discuss the mathematics of early school years from a historical perspective. Supported on recent research results derived from projects implemented through national and international cooperation, the work to be published analyzes the difficulties of conducting historical studies about the presence of mathematics in the initial training of students. Said difficulties include the way to treat the types of mathematical teaching in the form of subjects rather than discipline-like contents. This implies a special attention to the articulation that occurs between pedagogies and pieces of knowledge to be taught. Additionally, this case requires the analysis of the cultural purposes in each school time, and of the role of mathematical knowledge. Among the findings of the study, there is an evident watershed with the emergence of modern pedagogies in the last decades of the 19^th century and first decades of the 20^th century, and the redefinition of mathematical basics.

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Author Biography

Wagner Rodrigues Valente, Universidade Federal de São Paulo

Prof. Livre Docente do Departamento de Educação da Escola de Filosofia, Letras e Ciências Humanas da UNIFESP. Coordenador do GHEMAT - Grupo de Pesquisa de História da Educação Matemática. Professor do Programa de Pós-Graduação em Educação e Saúde na Infância e na Adolescência da UNIFESP.

Published

2015-07-01

How to Cite

Valente, W. R. (2015). <b>Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view?. Acta Scientiarum. Education, 37(3), 321-327. https://doi.org/10.4025/actascieduc.v37i3.24271

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Issue

Vol 37 No 3 (2015): July-Sept.

Section

Teaching and Learning

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