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The Methodology of Mathematics and the Emergence of a Proto-Discipline

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Sanchez-Jimenez_2020_PedagogicalREsearchthe-methodology-of-mathematics-and-the-emergence-of-a-proto-discipline.pdf(311.87 KB)
Date
2020
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Authors
Sánchez Jiménez, Encarna
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Publisher
Modestum DOO, Serbia.
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Didáctica de las Ciencias Matemáticas y Sociales
DOI
https://doi.org/10.29333/pr/8201
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info:eu-repo/semantics/article
Description
Copyright © 2020 by Author/s and Licensed by Modestum Ltd., UK. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
A key issue in the institutionalisation of Mathematics’ Education and in the professionalisation of teachers educators consists in characterizing the type of knowledge involved in the formation of primary school teachers of mathematics (Valente, 2017). The aim of this article is to explain how “knowledge to teach” and “knowledge for teaching” have been historically present in the institutions devoted to the training of teachers in Spain since the formation of the Escuelas Normales (teacher training colleges), from the beginning of the second third of the 19 th century until their incorporation into the university system. Likewise, this work looks into the institutional conditions and other restrictions that operated over the mathematics studied in such institutions. Moreover, the disciplines’ consolidation is related to the institutionalisation of knowledge. In this article it is explained how the subject Metodología de las Matemáticas (Methodology of Mathematics), which appeared in the curriculum for primary school teachers during the Second Spanish Republic (1931-1936), reached what could be described as a proto-disciplinary status. Finally, the historical background that made this possible is detailed together with the circumstances that led to the interruption of the process.
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Teacher training colleges , Methodology of mathematics , Mathematics to teach , Mathematics for teaching , Proto-discipline
Citation
Pedagogical Research, 2020, Volume 5, Issue 3, Article No: em0064
URI
http://hdl.handle.net/10201/139228
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