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

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dc.contributor.authorSánchez Jiménez, Encarna
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.coverage.spatialEspañaes
dc.coverage.temporalsiglos XIX y XXes
dc.date.accessioned2024-02-12T08:18:47Z
dc.date.available2024-02-12T08:18:47Z
dc.date.issued2020
dc.descriptionCopyright © 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.
dc.description.abstractA 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.es
dc.formatapplication/pdfes
dc.format.extent10es
dc.identifier.citationPedagogical Research, 2020, Volume 5, Issue 3, Article No: em0064
dc.identifier.doihttps://doi.org/10.29333/pr/8201
dc.identifier.issn2468-4929
dc.identifier.urihttp://hdl.handle.net/10201/139228
dc.languageenges
dc.publisherModestum DOO, Serbia.
dc.relationSin financiación externa a la Universidades
dc.relation.publisherversionhttps://www.pedagogicalresearch.com/article/the-methodology-of-mathematics-and-the-emergence-of-a-proto-discipline-8201es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectTeacher training collegeses
dc.subjectMethodology of mathematicses
dc.subjectMathematics to teaches
dc.subjectMathematics for teachinges
dc.subjectProto-disciplinees
dc.subject.otherCDU::3 - Ciencias socialeses
dc.titleThe Methodology of Mathematics and the Emergence of a Proto-Disciplinees
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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