Resumen

PINTO, Neuza Bertoni. Theoretical frameworks from the mathematics elementary knowledge in primary school in first republic times. Rev. Diálogo Educ. [online]. 2017, vol.17, n.51, pp.185-205. ISSN 1981-416X.  https://doi.org//10.7213/1981-416X.17.051.AO03.

In the history of mathematics education, studies investigating theoretical affiliations of elementary knowledge offered in the early school years are recent. This article focused on mathematical basic knowledge of primary school on the first decades of the twentieth century, dialogues with previous studies in GHEMAT, about the meanings of elementary under the elementary knowledge, among others dealing with simple and complex in the teaching of arithmetic (VALENTE, 2015). Focusing the discussion on the elementary term, this study seeks to understand impact of theoretical frameworks in the organization of elementary mathematical knowledge prescribed for primary education of Paraná. Analyzes the concept of philosophical and pedagogical point of view from Descartes, Condorcet and Pestalozzi and seeks relations of these theoretical frameworks with the organization of elementary mathematical knowledge scheduled to primary school in times of First Republic. For the analysis will be consulted official programs and textbooks of Arithmetic officially prescribed for the primary school of Paraná, between 1903 and 1932. The study shows that the method used in the organization of elementary mathematical knowledge reveals the theoretical matrix that underlies the education offered.

Palabras clave : History of Mathematics Education; Mathematics Elementary Knowledge; Primary School.

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