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Modernizing Mathematics Teaching: International Dialogues from Brazil

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Modern Mathematics

Part of the book series: History of Mathematics Education ((HME))

Abstract

This chapter discusses Brazil’s participation in international movements on the mathematics curriculum and how it shaped local proposals for mathematics teaching. We focus on three fundamental moments in the history of mathematics education in the twentieth century. The first was the creation of the International Commission on Mathematical Instruction in the early twentieth century and Felix Klein’s proposal of merging the different mathematical branches in the school curriculum. The second, known as the modern mathematics movement, resonated between the 1960s and 1980s. The third was the international mobilization launched by the World Conference on Education for All in 1990, which promoted the reorganization of the school curriculum around competencies development. By taking a look at different eras, we seek to understand how national debates and practices in mathematics teaching embraced international thinking before, during, and after the modern mathematics movement. The international becomes national, with different justifications. It appears that modernization is a recurring theme in curriculum reforms in Brazil. At different times, for changing reasons, different actors have advocated local reforms to bring mathematics teaching up to date with the most recent international trends.

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Notes

  1. 1.

    In Portuguese, “conjunto e estrutura.” The performance was similar to the protest marches, common at the time (Souza 2007).

  2. 2.

    Until the 1950s mainly indicated with the French acronym CIEM (Commission Internationale de l’Enseignement Mathématique) or the German IMUK (Internationale Mathematische Unterrichtskommission).

  3. 3.

    In Portuguese, República Velha.

  4. 4.

    It is worth mentioning, mainly, Ernst Breslich’s writings. In fact, Roxo was guided by this author, but brought several other innovations to the organization of mathematics for secondary education, when he published the collection Curso de Matemática Elementar where he guides teachers to carry out the integration of arithmetic, with geometry and algebra (Valente 2004b).

  5. 5.

    A very representative moment of this debate occurred through prominent publications, which occupied the front pages of the Jornal do Commercio, in Rio de Janeiro, between 1930 and 1931. There was great fanfare and repercussions of controversies over Euclides Roxo’s proposals. Pitombeira de Carvalho described in detail the clashes waged by Roxo in the text “Euclides Roxo and the controversies about the modernization of mathematics teaching” (Carvalho 2004).

  6. 6.

    According to her travel and study report: Dantas, M.M.S. O ensino da matemática na Bélgica, Inglaterra e França. Archives of Universidade da Bahia—Faculdade de Filosofia, v. III, 1954. We thank Inês A. A. Freire for scanning it.

  7. 7.

    Osvaldo Sangiorgi (1921–2017) graduated in Mathematics in 1941 from the University of São Paulo. In the 1950s, he developed a textbook series for middle school mathematics teaching which were highly successful. In 1960, Sangiorgi carried out an internship at the University of Kansas. Upon his return to Brazil, following the example of what he had seen in the United States, he led the creation of the Grupo de Estudos do Ensino de Matemática (GEEM) [Mathematics Teaching Study Group]. He became, therefore, an icon of the modern mathematics movement in Brazil. His textbooks on modern mathematics circulated throughout the country, making him a true bestseller (Valente 2008).

  8. 8.

    The Seminar was held in late 1959, at the Cercle Culturel de Royaumont, in Asnières-sur-Oise, France. The activities lasted 2 weeks and were attended by about 50 delegates from 18 countries (Guimarães 2007; Schubring 2014).

  9. 9.

    Sangiorgi reported that he received a grant funded by the Pan American Union in collaboration with the National Science Foundation (Lima 2006).

  10. 10.

    The Comissão do Livro Técnico e do Livro Didático (COLTED) [Technical Books and Textbooks Committee] was established in 1966. COLTED’s book distribution program was financed through an agreement signed in 1967 between the Ministry of Education and Culture, the National Union of Book Publishers, and USAID (Krafzik 2006).

  11. 11.

    In Portuguese, “polivalentes.”

  12. 12.

    We highlight here some of the doctoral and master’s theses published after 2010; other works are mentioned along the section. Preliminary findings of ongoing research have also been published in journals and in the annals of events in the area of the History of Mathematics Education.

  13. 13.

    Art. 210. Minimum contents will be set for elementary education, in order to ensure common basic training and respect for national and regional cultural and artistic values. In Portuguese: “Serão fixados conteúdos mínimos para o ensino fundamental, de maneira a assegurar formação básica comum e respeito aos valores culturais e artísticos, nacionais e regionais.”

  14. 14.

    Later, in 2017, the National Common Curricular Base established a mandatory program that encompasses competencies and content lists.

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Authors and Affiliations

  1. Federal University of Rio Grande do Sul, UFRGS, Porto Alegre, Brazil

    Elisabete Zardo Búrigo

  2. Federal University of São Paulo, UNIFESP, São Paulo, Brazil

    Wagner Rodrigues Valente

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  1. Elisabete Zardo Búrigo
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Correspondence to Elisabete Zardo Búrigo .

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  1. KU Leuven, Leuven, Belgium

    Dirk De Bock

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Búrigo, E.Z., Valente, W.R. (2023). Modernizing Mathematics Teaching: International Dialogues from Brazil. In: De Bock, D. (eds) Modern Mathematics. History of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-11166-2_20

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