Resumo

BEYER K, Walter O. CONSTANTS AND VARIABLES IN TEXTS OF MATHEMATICS: A HISTORICAL APPROACH. Paradígma [online]. 2011, vol.32, n.2, pp.069-084. ISSN 1011-2251.

Textbooks can determine much of the historical development of an educational system. This study addressed the situation in Venezuela during 1826-1969. Here are only showed partial results of that investigation, those related to certain features that remained over time and some that were modified over time. It was selected a purposive sample of math textbooks based on a set of criteria. It was analyzed a set of elements of each textbook. From each book it was drawn a sample of these elements based on criteria. We followed some methodological guidelines set forth by Schubring (1987), with some adaptations. The theoretical references considered are: curricular concepts (Gimeno, 1998), pedagogical models (Flórez, 1996, 2001), Didactic Transposition (Chevallard, 2000), and different types of mathematical knowledge (Beyer, 2009). The research revealed a constant presence of "dressed problems" and the presence of methods based on cases for teaching operations, as well as variables surrounding the treated subject and its approach.

Palavras-chave : math textbooks; school mathematics; curriculum constants; Didactic Transposition; dressed problems.

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