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The paper examines how the "learning to make by making" pedagogical principle was present in the context of mathematical education at Federal Agrotechnical School of Sertão (EAFS/RS) in the 1980s. The theoretical framework is based mainly on the works of Michel Foucault and John Dewey. The research material is composed of interviews with egresses, as well as Mathematics notebooks, tests and schoolwork from that period. The analytical exercise concerning this material, undertaken in the perspective of foucauldian discourse analysis and by means of the Storytelling approach, demonstrated that mathematical education in Mathematical classes was hardly related to the "learning to make by making" pedagogical principle, prioritizing formalism and the use of writing. [ABSTRACT FROM AUTHOR]

This paper presents preliminary findings of an instrument called "trigonal sector" which was described by John Chatfeild in his treatise entitled The Trigonall Sector, published in 1650. It points out some didactic potentials of "trigonal sector" especially for the teaching of geometry. The instrument allows students to explore different properties of triangles considering their angles. This paper raises the hypothesis that the operation with the instrument associated with an educational organization -- it based on the relationship between the context in which mathematical concepts show in the document and the movement of thought in the formation of these concepts -- can lead the student in a fruitful way to the process of analysis and synthesis, that is essential for the concept formation. [ABSTRACT FROM AUTHOR]

This paper intends to show that, in the 19th century, the appropriation of the decimal metric system by the teachers could happen through arithmetical textbooks before the official recognition of the new weights and measures in Brazil on June 26, 1862. José Joaquim D'Avila attends as one of the defenders of the adoption of the decimal metric system in our country, evidencing his position in one of his books published in 1856. The author highlights the advantages and means of the French system, in a conjugation of efforts to join other followers and defenders of the Decimal System of Weights and Measures. Thus, he would also have clearly a political role. [ABSTRACT FROM AUTHOR]

The teaching of mathematics depends on many variables: the public to which we address, the inner structure of the discipline, the historical evolution of the concepts and procedures, etc. Thus, history of mathematics is an important and interesting tool in order to design classroom activities. In this paper, we focus on a simple and classical geometric proposition: the sum of the inner angles of a triangle is equal to two right angles. In particular, we present five historical fragments related to this result, we analyze the from a didactical point of view and we present some activities, based on them, addressed to a wide range of students; from primary pupils to prospective teachers. [ABSTRACT FROM AUTHOR]

In his well-known article "The School Culture as a historical object," Dominique Julia states that "the historian knows how to make arrows with any wood". Fortunately when this wood is of good quality and abundant, the historian has the chance to get their hands on many means to try to (re) construct the past. It is a fact that Rio de Janeiro is a prime focus of analysis for hosting important institutions that keep collections of several major past events here, as Bilblioteca Nacional, the Arquivo Nacional, the Arquivo Geral da Cidade do Rio de Janeiro. This paper aims to present some reflections on the possibilities of research in mathematics education history taking Rio de Janeiro focused and research of the author as examples. [ABSTRACT FROM AUTHOR]

This paper presents some aspects relevant to the development of the doctoral thesis carried out during 2007 to 2010 by the Graduate Program in Education - Line Education Mathematics, at the Federal University of Rio Grande do Norte. One of the aspects considered important to that a search is to unleash the methodological choices we make, especially when these are defined a priori, since they can ensure the success of facilitating the conduct of research itself. Thus, in this brief essay I show the "path" traveled to the definition of the policy question, the guiding questions generated around this, the object of study, the objectives and the choice of theoretical research fields of study. All this took me to trace the boundaries of theoretical references used in conducting the research and, above all, helpful way of organizing the main body of work through to completion. Moreover, research has shown that in the history of mathematics can be methodologically well defined a priori. [ABSTRACT FROM AUTHOR]

In this paper it is presented a characterization of trends in studies and research in the history of mathematics in Brazil, taking the dissertations and theses in Brazil between 1990 and 2010 as reference. The main objective is to identify and characterize the basis of epistemological and methodological basis of studies related to the history of mathematics and its relationships with mathematics education in several post-graduate programs in Brazil. The results pointed out about eleven trends that shape a historical overview of Brazilian research involving history and mathematics education, of which it is evident an exercise of theoretical migration that contribute to enlarge the framework of sustenance of the historiographic production on Brazilian Mathematics in epistemological, sociological and pedagogical dimensions. [ABSTRACT FROM AUTHOR]

This paper means to elaborate a history that emphasizes relationships among national journals about the mathematical teaching and movements in Mathematical Education. It relates scientifical journals that approach the teaching and learning of the mathematics, since the nineteenth century. After this, it analyzes the Boletim GEPEM, in the period from 1976 until 2006. [ABSTRACT FROM AUTHOR]