Abstract

SILVA, Maria Célia Leme da. THE NUMBER TEACHING IN THE ELEMNTARY SCHOOL: transformations read in textbooks (1888-1965). Rev. Exitus [online]. 2019, vol.9, n.2, pp.51-75.  Epub July 19, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n2id854.

The purpose of this article is to resume studies already developed in the GHEMAT and to discuss guidelines for the continuity of research, aiming to construct theoretical objects. The number is taken as a school knowledge, always present in Brazilian primary schools, four school textbooks (Collaço, 1885; Trajano, 1895; Buchler, 1943; Grossnickle and Brueckner, 1965) are selected from different times and pedagogical vacancies with the purpose of reading the transformations of this school knowledge from the mobilization of the concepts of knowledge to teach and knowledge for teaching. The almost eighty years that separate the publication from the first to the fourth manual examined allow us to highlight the multiple and complex dynamics of school mathematics, inviting us to rethink socially constructed representations that nothing changes in school, that "number teaching in elementary school it's always the same, everything is the same." On the other hand, it also makes it possible to open our black box about mathematical knowledge and to mobilize the knowledge to teach and the knowledge four teaching as knowledge that over time are lapidating, becoming institutionalized in the training of teachers as knowledge to teach mathematics.

Keywords : Intuitive Method; New school; School knowledge.

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