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Mathematics Education in Spain and Portugal

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Notes

  1. 1.

    These degrees basically correspond to the French pattern (Baccalauréat, Licence, and Doctorat).

  2. 2.

    There are no comparative studies on these French and Spanish authors except for Vallejo and Odriozola in Differential Calculus (Medrano 2005). Medrano’s study shows that the books by Spanish authors were basically original works based on a careful selection of different French sources.

  3. 3.

    L’Enseignement Mathématique, 1 (1899): front cover.

  4. 4.

    L’Enseignement Mathématique, 11 (1909): 194 (http://www.icmihistory.unito.it/19081910.php)

  5. 5.

    As scientific teaching faded, the large collection of scientific didactic apparatuses was sent to the University of Coimbra and is now on display at the University museum.

  6. 6.

    The second edition of Belidor’s course was translated (Bellidor 1764/1765). By the end of the century, Bézout’s works began to be used in military academies.

  7. 7.

    The first publications of these translations were in 1773 (Bezout 1773, 1774a, b) many editions followed until 1879.

  8. 8.

    For the first time, the term “secondary school” was used in the legislation.

  9. 9.

    His series of textbooks had numerous editions until 1936. His book of algebra was adopted as a de facto national mathematics curriculum in Brazil in the beginning of the twentieth century (Valente 2002).

  10. 10.

    He also formatted the primary school system, but its previous organization was not as chaotic as the system of the Liceus.

  11. 11.

    In the Portuguese context, the term program – a list of topics to be taught – appears in the last quarter of the nineteenth century.

  12. 12.

    Other measures taken during the 1930s included closing schools for the preparation of teachers, lowering mandatory schooling, and reducing the curricular years of the Liceus by 1 year. Teachers associations were also closed.

  13. 13.

    The first schools for the formation of teachers were founded in 1839.

  14. 14.

    These ideas first appear in Portugal in the previous century but only now began to be widely disseminated.

  15. 15.

    The dictatorship was always particularly suspicious of teachers. As late as 1947 and following a political uprising against the regime, nearly all of the mathematical elites were expelled from the universities (among them Bento de Jesus Caraça), and the majority chose exile (to Brazil, Argentina, France, and the United States).

  16. 16.

    Some of these new schools, Escolas do Magistério, were opened in 1942.

  17. 17.

    Traveling was strictly controlled and mail surveyed.

  18. 18.

    By the 1970s (and well into the 1980s), the majority of teachers of mathematics were either not certified or did not have sufficient mathematics background.

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Authors and Affiliations

  1. University of Zaragoza, Zaragoza, Spain

    Elena Ausejo

  2. New University of Lisbon, Lisbon, Portugal

    José Manuel Matos

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  1. Teachers College, Columbia University, New York, New York, USA

    Alexander Karp

  2. Universität Bielefeld Institut für Didaktik der Mathematik, Bielefeld, Germany

    Gert Schubring

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Ausejo, E., Matos, J.M. (2014). Mathematics Education in Spain and Portugal. In: Karp, A., Schubring, G. (eds) Handbook on the History of Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9155-2_14

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