A Reforma Curricular da Matemática Moderna no Ensino Primário: um estudo entre escolas

Abstract

The purpose of this article is articulated on initiatives produced to spread the ideas of modern mathematics curriculum reform, initiated in the late 1950s, and its reception in elementary schools of Brazil and Portugal. For this analysis, documentary sources provided in educational files and libraries attached to the schools under investigation are used. Likewise, the research is based on studies about the issue in those countries. As a result, it can be said that while the Brazilian school received “some” initiatives arising from the reform of modern mathematics, as for example, the language of sets, Piagetian cognitive stages and Dienes’s material, the Portuguese school also welcomed other initiatives, incorporating them into the teaching models, highlighting the use of structured materials, disseminated in courses for teachers. We therefore conclude that the reception of the reform ideas of modern mathematics in the two schools occurred differently, apart from a perspective of a single, fixed time.