Abstract:
The purpose of this paper is to analyze one of the elements present in the school culture of teaching math in the early school years: teaching common sense that indicates how correct the way of teaching is at this level of education ie "work first in the concrete." The analysis is performed by means of a historical study of published articles from pedagogical magazines in the last decade of the nineteenth century. Authors are considered who studied so-called Cultural History. As a result, it appears that "working first in the concrete" is the pedagogical heritage of the movement for intuitive teaching, an international movement that constituted a true pedagogical counterculture in the last decades of the last century. This heritage is redesigned and comes into its own today especially the use of didactic and pedagogical materials for education on the numbering system.
Keywords:
Arithmetic; Primary school mathematics; History of mathematics education; School culture