Geometry and professionality of primary education teachers after education program – 1959 to 1971

Abstract

This study develops a characterization of professionality used to analyze proposals for geometry courses linked with primary education and teacher training programs in Brazil and France. Official prescriptions were published between 1959 and 1971. In this period, the concepts of Modern Mathematics were disseminated at international level. Professionalities strongly influenced by the proposals of Modern Mathematics were identified, which consider that the main function of teaching this discipline is the development of logical thinking and generalization as the goal of learning process. Regarding geometry, priority is placed on the study of properties of both plane and spatial geometry using methodologies that mix old systems and innovative methods especially based on cognitive psychology. In both Brazil and France, based on the documents analyzed, the teaching trajectory moves from space to plane full of comings and goings.