Quantities: relations read in the teaching of arithmetic knowledge, 1890-1950

• Autor(a) principal: Trindade, Deoclecia de Andrade
• Data de Publicação: 2018
• Outros Autores: Silva, Maria Célia Leme da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650703
• topic: Quantities; Numbers and fractions; Arithmetic knowledge; Primary school; Grandezas; Números e frações; Saberes aritméticos; Escola primária

This work is the result of a research that had as objective to analyze the relations of the quantities with thearithmetical knowledge, specifically the numbers and fractions. For this, the primary education programs of SãoPaulo/Brazil from 1890 to 1950 were considered as sources. The concepts of discrete and continuous quantities(Chambris, 2007); of concrete and abstract numbers (Noirfalise, 2007) was taken as the lens of analysis, as wellas the pedagogical movements in circulation in the period. It can be inferred that at that time in primary school,the idea of number and operations was abstracted from discrete quantities. And the teaching of the ordinary anddecimal fractions was proposed by abstract numbers, with the exception of the programs of 1925 and 1949/50,in which it was realized that discrete and/or continuous quantities came to integrate their teaching. It isemphasized that the approach to teaching numbers and fractions related to greatness can be read as a result ofthe ideas coming from the Intuitive Method and the New School.