v. 21 (2019)

SPECIAL ISSUE ON THE HISTORY OF MATHEMATICS EDUCATION

Sumário

Editorial

Editorial
Iran Abreu Mendes, Wagner Rodrigues Valente
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1-2

Artigos

"Intellectual? No," expert
Rosilda dos Santos Morais
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3-12
Knowledge Objectification Processes: The Role of the Expert and the Expertise and the Teachings of Geometry and Drawing
Maria Célia Leme da Silva
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13-26
The Teaching of Arithmetic in the Teacher Training Course and the Constitution of an Expert in the Systematization of this Knowledge in Times of the New School (1950-1970)
Denise Medina França, Edilene Simões Costa dos Santos
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27-42
Francisco Ferreira Vilhena Alves and the Arithmetic Knowledge in the Journal The School: Official Journal of Teaching (1900 - 1905)
Iran Abreu Mendes
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43-61
“Arithmetical Complement of a Number”: A Mathematics Knowledge to Teach
Cleber Schaefer Barbaresco, David Antonio da Costa
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62-77
The Differential and Integral Calculus as a Professional Knowledge in the Training of the Graduate in Mathematics of the Faculty of Philosophy of Bahia (1942-1968)
Eliene Barbosa Lima
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78-91
Algebra in Teacher Training in the Normal School of São Paulo: The First Teaching Programs of this Discipline
Ana Maria Basei, Wagner Rodrigues Valente
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92-108
"It is not hard to teach Math": The prominence of Nedem in the diffusion of Modern Math in Paraná’s State
Neuza Bertoni Pinto, Barbara Winiarski Diesel Novaes
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109-122
The Discipline of Special Didactics and the History of Mathematics Education: supporting the studies on the Mathematics Teachers Training at the College of Philosophy of Minas Gerais (Belo Horizonte, 1941-1954)
Filipe Santos Fernandes, Paulo Henrique de Souza Araújo, Luís Henrique Coelho de Almeida Cosenza
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123-136
Problems and the history of mathematics education: A proposal for the continued teacher training
Andreia Fernandes de Souza, Luciane de Fatima Bertini, Alan Marcos Silva de Rezende
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137-148
Tachymetry as Resource for Teaching Mathematics in Brazil at the end of the Nineteenth Century
Luiz Carlos Pais
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149-162