Saberes elementares matemáticos do ensino primário em teses e dissertações – 1990 a 2020

Abstract

This work makes an analytical description of the ways in which elementary mathematical knowledge for primary education was treated in theses and dissertations published from 1990 to 2020, based on their epistemological assumptions. To do so, it makes an approach regarding the elementary mathematical knowledge of primary education present in these works. The research is characterized as an exploratory historical-bibliographical study, which approaches the research modality of the state of the art of academic investigation of theses and dissertations present in the Brazilian Center of Reference in Research on History of Mathematics (CREPHIMat). The research carried out is linked to the research project entitled “History for Teaching Mathematics in Teacher Training and Basic Education: an Analysis of Brazilian Production (1997 - 2017)”, sponsored by CNPq. The writing of the work dialogued with authors who discuss concepts and attributions of knowledge; dealing with knowledge to teach and to teach in primary education; that address research on the History of Mathematics Education (HEdM); and used content analysis as support for the analysis of scientific production raised in the mentioned period. It is the result of an investigation within the scope of research on research in the History of Mathematics Education. To do so, we proceeded as follows: bibliographic survey, survey of academic production and content analysis according to the assumptions of Laurence Bardin (2016). From the creation of categories of analysis, it was possible to verify the movement of researches in this scope that deal with mathematical knowledge in primary education. 46 productions were cataloged that deal with elementary mathematical knowledge of primary education. In this way, it was possible to understand how scientific production was organized and established its own space within the area of Mathematics Education in the last three decades, which allowed us to conclude that the researched theses and dissertations present several research themes, related to Arithmetic, Drawing and Geometry, which address theories, methodologies and convergent epistemologies focused on the history of teaching mathematics in primary school.