Saberes para ensinar geometria: manuais didáticos para ensinar matemática na década de 1930

Abstract

This research aims to investigate the presence of knowledge involved in the practice of early grade teachers in the 1930s. Through the analysis of didactic manuals for primary school teachers, we seek to answer the following question: which knowledge to teach geometry was systematized in didactic manuals aimed at primary school teachers in the 1930s? For the theoretical-methodological discussion, we base ourselves on Cultural History and on theorizing about knowledge for teach and to teach. Four didactic manuals from the 1930s were analyzed, two of which were published by the same author, Miguel Milano, one by Miguel Aguayo and one by the spanish Margaritha Comas. In conclusion, the identified knowledge to teach geometry have prioritized the study of geometric shapes and measures, mainly through observation, but also through experimentation and exploration of everyday situations, starting from the three-dimensional and going to the two-dimensional. Therefore, the educational product arising from this dissertation consists of a proposal for a mini-course entitled “Teaching Geometry: an analysis of the past to reflect on the present”. The proposal is to confront, in terms of permanence (or inheritance), activities for the teaching of geometry proposed in New School times and nowadays.