Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino da Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Nos anos 1930, ela apareceu com o nome de Didática Especial da Matemática. Nos anos 1960, essa denominação deu lugar à Prática de Ensino de Matemática, sob a forma de Estágio Supervisionado. Nos anos 1990, surge a nova terminologia Metodologia do Ensino de Matemática. Ao longo dessas alterações, os pressupostos e as características dessa disciplina foram se modificando. Este trabalho teve como objetivo principal compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de Licenciatura em Matemática, buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina. A motivação em propor e realizar este estudo surge da necessidade de conhecer e discutir o estatuto epistemológico da disciplina, a fim de compreendermos o seu lugar nos currículos dos cursos de formação de professores. Como metodologia de pesquisa, utilizamos a análise documental (programas de ensino, livros-texto, legislação oficial), a história oral (análise de entrevistas com professores da disciplina) e o estudo de literatura referente ao tema. Tomamos como referência importante, neste trabalho, os estudos de André Chervel, que propôs e estudou o conceito de disciplina no contexto escolar, destacando os fatores que determinam quando um campo de saberes se institucionaliza e forma aquilo que habitualmente se denomina disciplina. O processo de disciplinarização tem percorrido um trajeto semelhante ao da área de pesquisa em Educação Matemática, apresentando características de pluralidade de saberes, constituindo-se, em última análise, em uma disciplina interdisciplinar. / Since the first decades of the XXth century, it can be noticed the presence of a discipline whose constitution, operation and objectives are aimed towards the task of teaching how to teach mathematics. Historically, the discipline Methodology of Mathematics Teaching has appeared in the courses to prepare Mathematics teachers under several distinct denominations. In the years 1930s, it showed itself under the name of Special Didactics of Mathematics. In the 1960s, such denominations was replaced by Practice of Mathematics Teaching, under the form of Supervised Stage. In the 1990s, a new terminology appears: Methodology of Mathematics Teaching. Throughout such changes, the backgrounds and features of that discipline has been changing. The present work had as its main goal to understand the historical process of disciplinarization of the Methodology of Mathematics Teaching in undergraduate courses, searching the origin and the historical development of that discipline, identifying contents and methods proposed as well as the changes through which that discipline had passed. The motive in proposing and putting into practice such study came up from the need to acknowledge the epistemological status of the discipline, in order to understand its place in the teaching preparation courses curricula. As a research method we have applied the documental analysis (teaching programs, text-books, and official legislation), the oral history (interviews) and the study of the literature concerning the subject. Our work is greatly based on the theories of André Chervel, who has proposed and studied the concept of discipline in the school context, emphasizing the factors that determine when a field of knowledge gets institutionalized and becomes what in general is called a discipline. The process of disciplinarization has been carried out by a similar path to that of the Mathematics Education research area, presenting features of plurality of knowledge, constituting, at final analysis, an interdisciplinar discipline.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-23T15:52:08Z No. of bitstreams: 2 Dissertação - Wisney Adriano de Menezes - 2018.pdf: 2570866 bytes, checksum: a71a0554a191772d42390797b0b967a9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-28T11:12:53Z (GMT) No. of bitstreams: 2 Dissertação - Wisney Adriano de Menezes - 2018.pdf: 2570866 bytes, checksum: a71a0554a191772d42390797b0b967a9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-28T11:12:53Z (GMT). No. of bitstreams: 2 Dissertação - Wisney Adriano de Menezes - 2018.pdf: 2570866 bytes, checksum: a71a0554a191772d42390797b0b967a9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-28 / In the proposal of methodological analysis of the teaching of mathematics at the basic level, a work is developed in High School, with the third grade. Such a choice is justified by the weight and responsibility of these groups to complete this phase of education. These classes are evaluated internally as a form of school approval, and externally as a statistic of the government system for the presentation of educational indexes. The bibliographical and field research aim to observe and validate the report between the applied methodologies: traditional and problem solving. Make a comparison between the content-transmitting teacher or mediating teacher and the student receiving or interpreting questions before resolving them. The methodological application is done in two groups of students in a same period of the academic year in the theme of Analytical Geometry, the results are presented in a tabulated evaluation and described in this dissertation, followed by a questionnaire evaluation applied to give consistency to the research with the reports of the students. These results lead to a final analysis of methodological proposals of mathematics teaching. Finally, it is proposed as methodology the hybrid study, it is possible to insert and compare with proposals of other methods and new studies. The results show a tendency to use the alternative methodology through data and reports collected. / Na proposta de análise metodológica do ensino de matemática no nível básico, desenvolve-se um trabalho no Ensino Médio, com a terceira série. Justifica-se tal escolha ao peso e responsabilidade que essas turmas têm em concluir essa fase do ensino. Essas turmas são avaliadas internamente como forma de aprovação escolar, e externamente como estatística do sistema governamental de apresentação de índices educacionais. A pesquisa bibliográfica e de campo visam observar e validar o relato entre as metodologias aplicadas: tradicional e resoluções de problemas. Faz uma comparação entre o docente transmissor de conteúdos ou professor mediador e do discente receptor ou intérprete de questões antes de resolvê-las. A aplicação metodológica é feita em dois grupos de alunos em um mesmo período do ano letivo no tema de Geometria Analítica, os resultados são apresentados em uma avaliação tabulada e descrita nessa dissertação, seguido de uma avaliação de questionário aplicado para dar consistência à pesquisa com os relatos dos discentes. Tais resultados levam a uma análise final de propostas metodológicas do ensino da matemática. Finalmente propõe-se como metodologia o estudo híbrido, cria-se possibilidade de inserções e comparações com propostas de outros métodos e novos estudos. Os resultados mostram uma tendência a utilização da metodologia alternativa através de dados e relatos colhidos.

Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino da Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Nos anos 1930, ela apareceu com o nome de Didática Especial da Matemática. Nos anos 1960, essa denominação deu lugar à Prática de Ensino de Matemática, sob a forma de Estágio Supervisionado. Nos anos 1990, surge a nova terminologia Metodologia do Ensino de Matemática. Ao longo dessas alterações, os pressupostos e as características dessa disciplina foram se modificando. Este trabalho teve como objetivo principal compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de Licenciatura em Matemática, buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina. A motivação em propor e realizar este estudo surge da necessidade de conhecer e discutir o estatuto epistemológico da disciplina, a fim de compreendermos o seu lugar nos currículos dos cursos de formação de professores. Como metodologia de pesquisa, utilizamos a análise documental (programas de ensino, livros-texto, legislação oficial), a história oral (análise de entrevistas com professores da disciplina) e o estudo de literatura referente ao tema. Tomamos como referência importante, neste trabalho, os estudos de André Chervel, que propôs e estudou o conceito de disciplina no contexto escolar, destacando os fatores que determinam quando um campo de saberes se institucionaliza e forma aquilo que habitualmente se denomina disciplina. O processo de disciplinarização tem percorrido um trajeto semelhante ao da área de pesquisa em Educação Matemática, apresentando características de pluralidade de saberes, constituindo-se, em última análise, em uma disciplina interdisciplinar. / Since the first decades of the XXth century, it can be noticed the presence of a discipline whose constitution, operation and objectives are aimed towards the task of teaching how to teach mathematics. Historically, the discipline Methodology of Mathematics Teaching has appeared in the courses to prepare Mathematics teachers under several distinct denominations. In the years 1930s, it showed itself under the name of Special Didactics of Mathematics. In the 1960s, such denominations was replaced by Practice of Mathematics Teaching, under the form of Supervised Stage. In the 1990s, a new terminology appears: Methodology of Mathematics Teaching. Throughout such changes, the backgrounds and features of that discipline has been changing. The present work had as its main goal to understand the historical process of disciplinarization of the Methodology of Mathematics Teaching in undergraduate courses, searching the origin and the historical development of that discipline, identifying contents and methods proposed as well as the changes through which that discipline had passed. The motive in proposing and putting into practice such study came up from the need to acknowledge the epistemological status of the discipline, in order to understand its place in the teaching preparation courses curricula. As a research method we have applied the documental analysis (teaching programs, text-books, and official legislation), the oral history (interviews) and the study of the literature concerning the subject. Our work is greatly based on the theories of André Chervel, who has proposed and studied the concept of discipline in the school context, emphasizing the factors that determine when a field of knowledge gets institutionalized and becomes what in general is called a discipline. The process of disciplinarization has been carried out by a similar path to that of the Mathematics Education research area, presenting features of plurality of knowledge, constituting, at final analysis, an interdisciplinar discipline.

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future.

This volume contains the papers presented at the International Conference on “Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education” held from September 11-17, 2011 at Rhodes University, Grahamstown, South Africa. The Conference was organized jointly by Rhodes University and The Mathematics Education into the 21st Century Project - an international educational project founded in 1986. Our Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on our Project home page http://math.unipa.it/~grim/21project.htm . In this year, 2011, we celebrate the 25th anniversary of the founding of our Project, when Manmohan Singh Arora suggested the idea to Fayez Mina and myself around a swimming pool in Bahrain (of all places!) That first meeting was, however, typical of the multi-cultured and global character of our Project and it’s subsequent conferences throughout the world. These Proceedings begin with the Plenary Papers and then the other contributions in alphabetical name order of the principal authors. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world.

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future.

This volume contains the papers presented at the International Conference on “Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education” held from September 11-17, 2011 at Rhodes University, Grahamstown, South Africa. The Conference was organized jointly by Rhodes University and The Mathematics Education into the 21st Century Project - an international educational project founded in 1986. Our Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on our Project home page http://math.unipa.it/~grim/21project.htm . In this year, 2011, we celebrate the 25th anniversary of the founding of our Project, when Manmohan Singh Arora suggested the idea to Fayez Mina and myself around a swimming pool in Bahrain (of all places!) That first meeting was, however, typical of the multi-cultured and global character of our Project and it’s subsequent conferences throughout the world. These Proceedings begin with the Plenary Papers and then the other contributions in alphabetical name order of the principal authors. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world.