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Mathematics Education in Spain and Portugal

In: Handbook on the History of Mathematics Education

Author

Listed:
  • Elena Ausejo

    (University of Zaragoza)

  • José Manuel Matos

    (New University of Lisbon)

Abstract

Spain Elena Ausejo This section offers a brief overview of Spanish mathematics education over the last two centuries, in the context of the educational system as a whole, which in turn depended to a very large extent on the country’s political and economic circumstances. Although political instability delayed the regulation of secondary education in Spain until 1836, the syllabi of 1845 and 1857 set up the basic structure throughout the nineteenth century. The country developed a system for preparing mathematics teachers that was relatively demanding – above all with respect to mathematical knowledge – and absorbed international experience through translations of textbooks. Later, Spain took part in the principal international movements in mathematics education, becoming involved in the ICMI and the reform movements of the 1950s–1970s. Portugal José Manuel Matos The development of school mathematics in Portugal is analysed under four dimensions: (1) the emergence of a consolidated secondary school system during the nineteenth century, (2) a shift in perspective triggered by Escola Nova, (3) the modern mathematics movement, and (4) a reflection of today’s school mathematics field with the emergence of specialists researching all the dimensions associated with teaching and learning mathematics.

Suggested Citation

  • Elena Ausejo & José Manuel Matos, 2014. "Mathematics Education in Spain and Portugal," Springer Books, in: Alexander Karp & Gert Schubring (ed.), Handbook on the History of Mathematics Education, edition 127, chapter 0, pages 283-302, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4614-9155-2_14
    DOI: 10.1007/978-1-4614-9155-2_14
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