Made available in DSpace on 2016-04-27T16:58:03Z (GMT). No. of bitstreams: 1 dissertacao_ciro_braga.pdf: 851588 bytes, checksum: 2bba61c53f85aca69b0e5e69a8538073 (MD5) Previous issue date: 2003-11-27 / The purpose of our study, the disciplinary initial process of the function in the mathematics discipline is linked to the creation, in 1929, of a new school discipline denominated mathematics, resulting from the union of other three: arithmetic, algebra and geometry. This merger was done from an international reference, whose epicenter was in the ideas of the well-known German mathematician Felix Klein, who proposed together with an introduction of Infinitesimal Calculation, a renewal in high school teaching. Such structural transformation in our schooling mathematics was attested, in 1931, for an educational reform Francisco Campos Reform. The main counsellor and articulator of the mathematics teaching transformation in Brazil was Euclides Roxo, who in addition to being a teacher and the principal of Colégio Pedro II in Rio de Janeiro, became the author of several school text-books that had an outstanding role to the function. To his first innovative volumes, Roxo has also taken the conceptions from a North American professor, Ernst Breslich, which are the subject matters in chapter III. In the following chapter, it is done an analysis of the most representative Brazilian school books during the period in which Francisco Campos Reform was in effect. Grounded mainly on the conceptions of the French researcher Chervel about the functioning of the school disciplines and supported on surveys about acceptance of modernizing movement principles in other countries, such as France and Germany, we conclude that it is possible to have a new look through the results of Euclides Roxo s work in introducing function into the contents of our secundary schooling mathematics / O estudo analisa o processo inicial de disciplinarização do conceito de função. Tal análise está diretamente vinculada à criação, em 1929, de uma nova disciplina escolar denominada matemática, resultante da unificação de três outras: a aritmética, a álgebra e a geometria. Essa fusão foi feita a partir de uma referência internacional, cujo epicentro encontrava-se nas idéias do renomado matemático alemão Felix Klein, que propunha, ao lado da introdução do Cálculo Infinitesimal, uma renovação no ensino secundário. Tal transformação estrutural da matemática escolar brasileira foi referendada, em 1931, por uma reforma educacional - a Reforma Francisco Campos

What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.

What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.

Made available in DSpace on 2016-04-27T16:57:32Z (GMT). No. of bitstreams: 1 Paula Corradi Rabello.pdf: 697136 bytes, checksum: 80e6398ee4c445338a50cfea04141090 (MD5) Previous issue date: 2014-10-16 / This paper discusses some aspects of the reform movement in mathematics education in Brazil during the first half of the twentieth century. We selected as document for analysis the work A Matemática na Educação Secundária, from Euclides de Medeiros Guimarães Roxo, published in 1937. In the work, the author, responsible for the main guidelines for the reform of mathematics education at the time, justifies his proposals supported by the international discussion started in 1908, with the "V International Congress of Mathematics". The analysis of the document points to an ideological conflict between the international reform proposed by Felix Klein, who Roxo has as his main source of reference, and the brazilian movement of curriculum reform. Our study provides evidence that point to the differences between the two proposals. The progressive school in place in Brazil from 1920 until 1940, seeking an education focused on the transformation of society, differs from the german proposal in their curriculum reform that has as primary goal bringing the teaching of mathematics closer to the industrial and scientific development of Germany during the beginning the twentieth century. This aspect is evidenced in our study of the work of Felix Klein, entitled Elementary Mathematics from an Advanced Standpoint, published in 1945. With this work it was possible to conclud that the influence of Felix Klein became more restricted to speech than to the perception of Roxo on the reform. This would could have happened because, while North America and Brazil had the theoretical foundation based on New School, focusing on the student and on an education capable of reforming society, Germany, with a more stable social situation, sought to leverage industry stimulating the sciences, which would prevent a reproduction of the German reform model in Brazil / Este trabalho discorre sobre alguns aspectos do movimento de reforma do ensino da matemática no Brasil na primeira metade do século XX. Para tanto, selecionamos como documento de análise a obra A Matemática na Educação Secundária, de Euclides de Medeiros Guimarães Roxo, publicada em 1937. Na obra, o autor, responsável pelas principais diretrizes de reforma do ensino de matemática à época, justifica suas propostas apoiando-se sobre a discussão internacional iniciada em 1908, com o V Congresso Internacional de Matemática . A análise do documento aponta para um conflito ideológico entre a proposta de reforma internacional de Felix Klein, que Roxo tem como sua principal fonte de referência, e o movimento de reforma curricular brasileiro. Nosso estudo destaca as diferenças entre as duas propostas. O escolanovismo vigente no Brasil nas décadas de 1920 a 1940, buscando uma educação voltada para a transformação da sociedade, diferencia-se da proposta alemã na medida em que a reforma curricular buscava adequar o ensino da matemática ao desenvolvimento industrial e científico da Alemanha do início do século XX. Tal aspecto é aqui evidenciado em nosso estudo da obra de Felix Klein, intitulada Elementary Mathematics from an Advanced Standpoint, publicada em 1945. Com esse trabalho foi possível concluir que a influência de Felix Klein ficou mais restrita ao discurso do que à percepção de Roxo a respeito da reforma. Isso teria ocorrido, pois, enquanto a América do Norte e o Brasil tinham como embasamento teórico a Escola Nova, com foco no estudante e em uma educação capaz de reformar a sociedade, a Alemanha, com uma situação social mais estável, buscava alavancar a indústria, estimulando as ciências, o que impossibilitaria uma reprodução do modelo de reforma alemã no Brasil