<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062025000100410</article-id>
<article-id pub-id-type="doi">10.14393/che-v24-e2025-16</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A abordagem de funções em livros didáticos de matemática no período anterior ao Movimento da Matemática Moderna]]></article-title>
<article-title xml:lang="es"><![CDATA[El enfoque de las funciones en los manuales de matemáticas antes del Movimiento de la Matemática Moderna]]></article-title>
<article-title xml:lang="en"><![CDATA[The approach to functions in mathematics textbooks before the Modern Mathematics Movement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Eduardo Gonçalves dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Kelyane Barboza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062025000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062025000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062025000100410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O propósito desse trabalho é analisar de que modo os autores de livros didáticos no Brasil para o colégio se apropriaram da noção de função no período que antecede ao início da década de 1960 que coincide aproximadamente com o surgimento do Movimento da Matemática Moderna. Argumentaremos que essa noção foi por eles apropriada de forma a sanar parcialmente um problema detectado por Felix Klein no ensino da matemática na Alemanha: o fenômeno da Dupla Descontinuidade. Faremos isso através da análise de um conjunto de sete coleções de livros didáticos que circularam no Brasil no período considerado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo es analizar cómo los autores de libros de textos escolares en Brasil se apropiaron de la noción de función en el período previo a principios de la década de 1960, que coincide aproximadamente con el surgimiento del Movimiento de Matemática Moderna. Sostendremos que esta noción fue considerada por ellos para remediar parcialmente un problema detectado por Felix Klein en la enseñanza de las matemáticas en Alemania: la especificidad de la Doble Discontinuidad. Lo haremos a través del análisis de un conjunto de siete colecciones de libros de texto que circularon en Brasil durante el período considerado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this paper is to analyze how Brazilian high school textbook authors appropriated the notion of function in the period leading up to the early 1960s, which coincides roughly with the emergence of the Modern Mathematics Movement. We will argue that this notion was appropriated by them in order to partially remedy a problem detected by Felix Klein in the teaching of mathematics in Germany: the phenomenon of Double Discontinuity. We will do this by analyzing a set of seven textbook collections that circulated in Brazil during the period in question.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Funções]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="pt"><![CDATA[Matemática Moderna.]]></kwd>
<kwd lng="es"><![CDATA[Funciones]]></kwd>
<kwd lng="es"><![CDATA[Libro de texto]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas modernas.]]></kwd>
<kwd lng="en"><![CDATA[Functions]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
<kwd lng="en"><![CDATA[Modern Mathematics.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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