Saberes profissionais para ensinar em tempos de matemática moderna: plano experimental para o ensino primário de Juiz de Fora (1972)

Abstract

The present master's research, in the area of History of mathematical education, analyzes the proposals to teach mathematics in primary education in terms of professional teaching knowledge systematized by a group of teachers in an official document called “Experimental Plan of the Regional teaching Precinct from the city of Juiz de Fora, 1972”. The document is part of the Modern Mathematics Movement (MMM) national context. In order to support the work theoretically and methodologically, we use Cultural History concepts, expert and expertise notions, and the knowledge to teach and to teach mathematics. An analysis of the mentioned document was performed, seeking to understand the proposals that were prescribed to teachers at the time and how the plan’s authors proposed their implementation in the context of the Modern Mathematics Movement working in other dissemination spaces such as the Associação Mineira de Ação e Educação (AMAE Educando) magazines. In this analysis, MMM marks were observed, such as the use of sets and the incentive to learning by discovery, among others. References to MMM are found in the Plan's bibliography, which were also analyzed. Therefore, it aims to answer the question: What proposals to teach mathematics were found in the Experimental Plan in terms of teaching professional knowledge and what is the relationship of this knowledge with some books from the Plan bibliography? As professional knowledge, both the analyzed books and the Plan identified the use of flannelgraphs to teach fractions, posters to systematize the knowledge built on activities carried out by students, the Place Value Chart