SciELO - Scientific Electronic Library Online

vol.28 issue74School mathematics, the student and the teacher: apparent paradoxes and polarization in discussion author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Cadernos CEDES

Print version ISSN 0101-3262On-line version ISSN 1678-7110


VALENTE, Wagner Rodrigues. Who are we, mathematics teachers?. Cad. CEDES [online]. 2008, vol.28, n.74, pp.11-23. ISSN 0101-3262.

Knowing about one's professional grandparents, great-grandparents and even great-great-grandparents enables a mathematics teacher to see the work of his or her contemporary colleagues, as well as his or her own practice, in the light of a new perspective. It gives one's job a historical dimension. Considering the work of a mathematics teacher within a historical dimension allows an understanding of the sense of actions taken in today's classrooms. Learning about past-time experiences in the context of mathematics teaching allows the understanding and identification of what is new and what is a continuous experience in the day-to-day task of teaching mathematics to children, youngsters and adults. This short text is aimed at introducing some of their professional ancestors to mathematics teachers. In considering this genealogy in a concise way, perhaps it will be possible to find relatives who left an inheritance to current practices and knowledge in mathematics education.

Keywords : Mathematics education; History of mathematics education; History of mathematics.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License