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This article, of a theoretical nature, presents the movement of concepts produced within the scope of Mathematics Education to refer to the term mathematical literacy. Literacy appears in Brazil when the term literate was no longer sufficient to characterize society's new reading and writing demands. From this perspective, based on Brazilian studies, we searched for different terms that directed us to others in the literature in the area, in which we highlight: alfabetização matemática, numeramento, numeramentalização, literacia matemática, matemacia e materacia. From these, we aim to identify the different concepts presented and the (in)existing relationships between them, paying attention to the diversity of perspectives that make up this plot. Thus, despite the lack of uniqueness in relation to the term mathematical literacy, we understand that there is a historical perspective of the construction and evolution of ideas about being mathematically literate. Furthermore, we point out the existence of a relational dynamic between the terms, as well as the categorization in the perspectives of individual acquisition, social practice and criticism, not in an isolated way, but with greater or lesser nuances in each of them. [ABSTRACT FROM AUTHOR]

Mathematical competencies can be conceptualized as layers of knowledge, with numeracy skills as the foundational core and more complex mathematical skills as the additional layers over the core. In this study, we tested an expanded hierarchical symbol integration (HSI) model by examining the hierarchical relations among mathematical skills. Undergraduate students (N = 236) completed order judgement, simple arithmetic, fraction arithmetic, algebra, and verbal working memory tasks. In a series of hierarchical multiple regressions, we found support for the hierarchical model: Additive skills (i.e., addition and subtraction) predicted unique variance in multiplicative skills (i.e., multiplication and division); multiplicative skills predicted unique variance in fraction arithmetic; and fraction skills predicted unique variance in algebra. These results support the framework of the HSI model in which mathematical competencies are related hierarchically, capturing the increasing complexity of symbolic mathematical skills. [ABSTRACT FROM AUTHOR]

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Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La réalisation de cette étude vise à déceler la perception que les écoliers de 6e année de l’école primaire de la Ville Province de Kinshasa se font des mathématiques. Il s’agit, entre autres pour nous de relever le degré d’estime de soi de ces écoliers vis-à-vis de mathématiques. Pour ce faire, nous avons collecté les données auprès de 850 écoliers appartenant à 14 écoles primaires, à travers un questionnaire d’estime de soi. Après des analyses statistiques, nous avons abouti aux résultats selon lesquels les écoliers enquêtés ont l’estime de soi positive, aussi bien de leur école que de leur entourage.

La réforme curriculaire, initiée au Niger en 2019 dans l’enseignement primaire, appelle des pratiques enseignantes inédites pour certains enseignants non formés à l’enseignement des mathématiques. Notre étude vise à explorer comment les enseignants de mathématiques mobilisent leurs connaissances dans leurs pratiques. L’analyse des entretiens, menés auprès de 30 enseignants, montre que les enseignants suivent les prescriptions du curriculum. Les enseignants formés à l’enseignement des mathématiques s’appuient notamment sur des connaissances acquises en formation initiale, alors que les autres jouent sur leur expérience dans l’enseignement. Les perceptions des enseignants sur l’efficacité des formations reçues jouent un rôle sur les pratiques enseignantes.

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present the practices carried out in the discipline of Curriculum in Mathematics Education for the insertion of students of the Degree in Mathematics of the Federal University of Pelotas in schools. To this end, it starts with a historical synthesis of Brazilian public policies and their impact on initial teacher training, together with notes about what Nóvoa (2002) designates as dilemmas of the teaching profession, which support the idea that teachers' illnesses can also be considered a dilemma of the work of these professionals. In this way, we reserve a space in the text to expose the proposition that the sociopolitical and economic context and the functioning mechanisms of schools can contribute to teachers' illnesses, through educational policies, which are elaborated under the influence of multilateral disseminating organizations. of the neoliberal model. Afterwards, we present an examination of the practices carried out by students of the Degree in Mathematics in educational institutions. Next, we expose our understanding that initial teacher training should allow: the construction of pedagogical knowledge; the student's understanding that their craft requires continuous improvement due to constant social, political, economic, cultural and scientific changes; and the development of practices that allow future teachers to interpret, reinterpret, and systematize their experiences, in order to maintain a continuous process of building their being a teacher. [ABSTRACT FROM AUTHOR]

Visuospatial skills involve the representation and mental manipulation of non-linguistic information. They make it possible to interpret size, shape, position and movement of objects, also being important predictors of academic performance in Mathematics. However, recent Brazilian studies regarding the association between visuospatial and mathematical skills are scarce. Thus, the aim of this research was to assess the relationship between visuospatiality and the level of mathematical abilities in children with learning difficulties complaints. 53 medical records from children with age between 6 and 11 years, accompanied by a multiprofessional team from a tertiary hospital and who underwent neuropsychological assessment, were selected. The sample was divided into two groups according to the Arithmetic Test performance, an instrument that assesses mathematical knowledge. Group 1 (G1) had 16 children with deficits in Mathematics (ranking below the average), whereas Group 2 (G2) had 37 children with adequate performance. Using Mann Whitney test, Spearman correlation test and Z test for two proportions, executed in the STATA program (version 10), these groups were compared in terms of visuospatial functions, assessed by Rey Complex Figure test, considering classification by Z-score. It was verified that there was a statistically significant difference between the groups. The worst performances in the visuospatial task were found in the group with difficulties mathematical difficulties. Such a result reinforces the association between visuospatiality and mathematical skills and can contribute to the processes of neuropsychological assessment referring to diagnostic clarifications and to the elaboration of therapeutic plans. [ABSTRACT FROM AUTHOR]

This article aims to understand aspects of teacher planning that enhance the possibility of meeting students with Autism Spectrum Disorder (ASD) with mathematical knowledge. It is a qualitative research, having as main data collection instruments a semi-structured interview and task planning documented by a teacher. Based on the analysis of the teacher's planning, the subject of the research, the contribution of the theoretical framework is discussed, Theory of Objectification, idealized by Luis Radford, which provides fundamentals that guide the task design component, a component that translates as the project teacher's teaching. There are three categories: general considerations, considerations on mathematical problems and considerations on forms of human collaboration. In conclusion, the categories of analysis emerging from the elements of the task design component allowed identifying aspects of the teacher's planning that enhance the possibility of the student with ASD encountering mathematical knowledge, such as: considering prior knowledge that emerges from situations experienced in their daily; explore contexts that allow the student to encounter mathematical knowledge in a utilitarian way; and explore different physical environments, providing coexistence with appropriate rules and behaviors and the generalization of school knowledge. [ABSTRACT FROM AUTHOR]

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This article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching. [ABSTRACT FROM AUTHOR]

This paper analyzes the coherence between objectives and activities proposed in Mathematics lesson plans for the literacy cycle. Planning is recognized as an important moment of pedagogical work and as being able to model the curriculum that will be developed with students. This study is qualitative in origin, using a documentary research design. In order to achieve this aim, lesson plans, of the remote teaching period, of teachers of the literacy cycle were analyzed in a descriptive way in terms of the announced objectives and the proposed activities. It was possible to conclude, in this study, that a large part of the analyzed lesson plans did not present coherence between what they claim to develop in the objectives, such as the skills and how they were operationalized these intentions in the activities. In conclusion, it is possible to say that curricula may lose their strength if planning is only focused on the execution of the activities. [ABSTRACT FROM AUTHOR]

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the objective of analyzing the contributions of the Pedagogical Residency Program for the education of teachers who teach mathematics in the early years of schooling, this article discusses: What do residents of the pedagogy course narrate about learning for teaching mathematics experienced with the Pedagogical Residency Program during the Covid-19 pandemic? The theoretical framework is based on discussions about the education of teachers who teach mathematics and on the proposals of the Pedagogical Residency Program for teacher education. To answer the question of this study, we carried out a qualitative research, using indepth interviews for data production. The interviews were conducted with three residents of the Pedagogical Residency Program, linked to the pedagogy course of a public university, located in the state of Mato Grosso, who participated in the residency under Capes Edict N. 01/2020. From the residents' narratives, we found that, due to the Covid-19 pandemic, the activities developed in the pedagogical residence had to adapt to the organization of schools, limiting residents' autonomy in planning, developing, and evaluating mathematical activities. Despite the residents reporting few learning situations regarding the subject of mathematics, we found that the residents made a great effort to promote quality and accessible teaching for children, developing different teaching strategies that they could perform in emergency remote teaching. [ABSTRACT FROM AUTHOR]

The text presents the main outcomes of a study that aimed to analyze how the learning environments mobilized by a teacher when teaching mathematics classes in basic education impact prospective teachers' education. The notion of a learning environment is taken from the perspective of critical mathematics education by Ole Skovsmose. The research did not aim to quantify these environments. It was developed through a qualitative approach that used observation and document analysis of reflective diaries as a data production strategy. Data were categorized from the classes observed by residents during the immersion phase in the school space of the Pedagogical Residency Program. The results indicate that the environments the teacher mobilized impacted the residents' education, showing the importance of continuing education, mastering the content translated into different teaching strategies, educational actions in which the student is the protagonist, and exercising a reflection on the practice. [ABSTRACT FROM AUTHOR]

The present work is part of a broader research that seeks to identify the previous perceptions of mathematics teachers in initial and continuing education on teacher education from a significant and critical perspective. Through a case study, adopting Bardin's content analysis as a methodological framework, these perceptions are analyzed from the perspective of meaningful and critical learning, arguing about the implications of the results for teaching practice. The analyzed data were collected during the development of a workshop on teacher education, with emphasis on the participation of mathematics degree students, residents of the Pedagogical Residency Program, working collaboratively with the basic school teachers as preceptors of that program. Among the perceptions identified, we concluded that it is necessary to expand teacher education further to encourage the exchange of experiences and critical reflection on the very practice of the professionals involved in the proposed continuing education. The results also indicate that it is possible to observe that the participants still need to recognize themselves as professionals in teaching and learning actions. [ABSTRACT FROM AUTHOR]

Nous nous proposons dans cet article de montrer en quoi l'analyse a priori, outil méthodologique partagé dans la recherche en didactique des mathématiques, peut constituer un apport pour « penser » les ajustements didactiques dans l'étude des pratiques enseignantes et de leurs effets sur les apprentissages en mathématiques. Après un bref retour sur les notions d'analyse a priori et d'ajustement, nous illustrons cet apport à travers deux exemples tirés de nos propres recherches sur les pratiques de deux enseignants s'adressant à des publics d'élèves issus de quartiers prioritaires. Ces exemples montrent comment l'analyse a priori permet au chercheur d'appréhender des gestes d'ajustements dans l'étude des pratiques enseignantes et de leurs effets potentiellement différenciateurs sur les apprentissages mathématiques. La discussion finale revient sur la mise en relation ainsi faite entre l'analyse a priori et l'ajustement du point de vue de la recherche en didactique des mathématiques, tout en ouvrant des perspectives sur la formation. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to understand the learning of five primary teachers participating in a class study that focused on learning multiplication by 2nd year students with regard to the student's knowledge and learning processes and knowledge of teaching practice. It is a qualitative and interpretative investigation. Data collection was undertook by participant observation through the preparation of a research journal, audio and video recording of the sessions and conducting a semi-structured collective interview. The results confirm the potential of the LS by contributing to teachers to deepen their knowledge about the student's thinking and their strategies and difficulties in learning concepts. They also valued the detailed preparation of their action taking into account the previous knowledge of the students, as well as about exploratory learning. [ABSTRACT FROM AUTHOR]

Copyright of Discusiones Filosóficas is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This theoretical work deals with the transformations and adaptations that took place in Spain in the 1960s to adapt to the change in philosophy that modern mathematics brought about. The change in the epistemological bases on the teaching of mathematics occurred in a general way in the international context. However, the process of didactic transposition was different in each country. The aim of our research is to analyze the transpositional restrictions experienced in Spain in the 1960s and to exemplify the change of epistemology through school texts and legal provisions of that historical moment. To carry out our analysis and reflection, we have made use of two tools proposed by the anthropological theory of the didactic: didactic transposition and levels of codetermination. In addition to these tools, a bibliographical review of the legislation and an analysis of different school materials from the period in question were carried out. [ABSTRACT FROM AUTHOR]

The paper presents some illustrative turns in the history of the interactions between philosophy, logic, mathematics, and mathematical education since the 16th century. The underlying problem could be called the Aristotelian problem. Aristotle argued that any individual thing consists of a substantial form, which determines its general nature, and matter, which individuates the thing and makes it numerically distinct from other similar substances. [ABSTRACT FROM AUTHOR]

This article aims to identify, characterize and compare the cognitive flexibility profile in mental calculation of brazilian students, based on the analysis of cognitive elements, namely problem characteristics and solution procedures, used during the resolution of arithmetic calculations. The sample of this study included 42 2nd graders (7 to 8 years old) and 42 4th graders (9 to 11 years old), from 4 public schools in Porto Alegre. Each child was encouraged to classify 12 arithmetic calculations, thus demonstrating their numerical knowledge by explaining the thought process involved in solving the calculations through a specific cognitive flexibility assessment instrument. In general, the results revealed that the different proportions of numerical knowledge used made it possible to distinguish the flexibility profiles - flexible, mixed or rigid. [ABSTRACT FROM AUTHOR]

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Dans cet article, nous étudierons la logique philosophique de Kant (1724-1804), de Hegel (1770-1831) et de Bolzano (1781-1848) relativement aux questions mathématiques. Nous tenterons de montrer que leurs trois philosophies sont fortement influencées par leurs différentes définitions de la rationalité mathématique. En faisant appel à l’histoire des mathématiques, nous montrerons que cette science connaît une véritable rupture épistémologique entre les générations de Kant et celle de Hegel et de Bolzano, et peut donc nous aider à comprendre le sens et la portée de la critique de Kant présente chez ses deux successeurs. En effet, la mathématique semble rompre d’elle-même avec les critères de construction intuitive et de représentation spatiale qui s’avéraient cruciaux chez Kant. Les possibilités nouvelles offertes par la mathématique, fonctionnant dès lors – comme Kant lui-même le suggère en un passage de son oeuvre – de manière synthétique mais non intuitive, appellent à un renouveau de la logique et, plus généralement, de la discursivité philosophique dans son ensemble. La logique n’a ainsi plus à se limiter au critère de la validité (empirique) de la logique transcendantale, ni à attendre la vérification du sens de ses catégories d’une intuition jamais réduite. Toutefois, Hegel et Bolzano mettent sur pied des logiques totalement différentes, et ouvrent par là à deux traditions philosophiques, dialectique et analytique, qui s’opposent depuis lors. Revenir à l’origine d’une telle divergence nous semble pouvoir éclairer les points de rencontre possibles entre les deux paradigmes. C’est dans la notion de sujet que nous situons le noeud de la polémique.

Une recherche-développement a mis au point un système d’aide multimédia et interactif pour la persévérance aux études pour le secondaire (SAMI-PRO). Ce système souhaite rejoindre les élèves du secondaire et plus spécifiquement ceux en formation professionnelle ainsi que les jeunes qui reviennent dans un centre de formation des adultes. S’appuyant sur une méthodologie centrée sur l’utilisateur, le dispositif mis au point dans la phase 1 de SAMI-PRO a été commenté par les enseignants et les élèves en trois temps : choix des contenus navigation et d’affichage du dispositif, design et pertinence du dispositif. Ces trois temps ont permis d’apporter des modifications afin de répondre aux attentes des élèves et d’amorcer la deuxième phase de la recherche axée sur le développement des stratégies d’apprentissage et l’intégration scolaire.

Cet article a pour objectif de mieux comprendre le fonctionnement des attitudes des élèves dans la résolution de problèmes mathématiques. Plus spécifiquement, il vise à voir dans quelle mesure ces attitudes peuvent jouer un rôle différent selon le contexte. Pour ce faire, nous avons soumis deux calculs de proportion très similaires à 94 élèves en 10ème année de scolarité, une fois dans le cadre du cours de mathématiques et l’autre fois durant le cours de français. Nos résultats sont présentés en trois volets. Premièrement, à l’instar de nombreuses autres recherches, nous soulignons les importants écarts d’attitude selon le genre, les filles ayant développé des attitudes plus négatives et potentiellement délétères pour leurs apprentissages. Deuxièmement, nous constatons des liens non négligeables entre les diverses dimensions des attitudes (des registres cognitif, affectif et comportemental) et la moyenne scolaire des élèves en mathématiques. Finalement, nos analyses soulignent qu’en contexte du cours de mathématiques, c’est principalement l’anxiété qui perturbe la réussite de l’exercice, alors que la résolution d’un exercice très similaire est favorisée par les émotions positives lorsqu’il est inséré dans une fiche de français. Ceci suggère que les élèves activent certaines attitudes selon le contexte – et notamment certains affects – qui vont avoir un impact sur leur performance. Un tel résultat souligne donc l’importance des émotions dans les apprentissages et la façon dont le contexte peut les induire.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to illustrate the documentational genesis considering a real situation of planning and implementation of a class experienced by a pre-service math teacher from the perspective of the three dialectic instrumentation/instrumentalization, "mother" resource/"child" resource and productive activity/constructive activity. The real situation referred to one of the studies analyzed during the post-doctoral internship of the first author at UFPE and at ENS/Ifé de Lyon, between 2016 and 2018. To reread the data, we listed three guiding questions: What does the student rely on in terms of resources? What are the reasons for her choices? What are the learnings in the formative process? As a theoretical and methodological framework, we rely on the Documentational Approach to Didactics. In the analysis of instrumentation and instrumentation dialectics, we had answers to the questions: what does the student rely on in terms of resources? What are the adaptations? and we look at the resources used from the task document. In this study we also identified the "mother" and "child" resources. In the study of these two dialectics, we infer the birth of a system of student resources built to teach triangle classification with Geogebra. In the productive activity/constructive activity dialectic, we had answers for the questions: what were the reasons for her choices? and what were the learnings in the formative process? when we analyzed the operational invariants of the scheme for creating a task. The study of task versions was essential to identify knowledge, beliefs and learning of the prospective teacher. [ABSTRACT FROM AUTHOR]

This article aims to bring contributions about the use of Pierre Rabardel's Instrumental Approach, as an effective theoretical framework in the development of studies by researchers who are interested in the analysis of technological tools and their potentialities that intervene in the subject's relationship (researcher, Professor3 and/or student), with the objects of knowledge through the mediation of these tools, aiming at mathematical learning. In the applications, we give special attention to digital technological tools, choosing the GeoGebra software as a computational learning environment, observing the theoretical elements of this approach in two dimensions, which we define as internal research and external research. We therefore propose an extension of the Instrumental Activity Situations (IAS) model in three dimensions, motivating a reflection on the role of the Professor or researcher in the primitive relations of this model in external research, during its application in the classroom. We hope that our contributions/reflections find a significant space in the development of educational research, especially in science and mathematics using Rabardel's Instrumental Approach [ABSTRACT FROM AUTHOR]

Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The stability of low student math scores has been a concern of education systems around the world for many years. While teaching practices are pointed out as a determining factor in student engagement and the quality of student learning, they are only the tip of the iceberg. Much work has shown that these practices are strongly colored by epistemological beliefs as well as by beliefs related to the teaching and learning of the school discipline under investigation. On this subject, if some research reports a peremptory influence of beliefs on teaching practices, others present more moderate results by underlining, for example, the permeability of beliefs in pre-service training. Based on the results of a quantitative study that identified three belief profiles (pro-traditional, anti-traditionnal, flexible) among 190 future secondary school mathematics teachers in their final year of training, this contribution aims to shed qualitative light on the articulation between beliefs and teaching practices of eleven of them. The analysis of the semi-directive interviews highlights the reconcilable nature of transmissive and constructivist conceptions of teaching-learning. Moreover, the presence of similar pedagogical practices, supported in training, within profiles with contrasting beliefs argues in favor of a belief-practice non-linearity. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Les mathématiciens espagnols, les mathématiques qu´ils ont faites et aussi l´enseignement des mathématiques, dans le système éducatif espagnol, ont passé par des situations très différentielles dès le siècle XVII jusqu´à la finale du XIX ème. siècle. Mais toutes les étapes ont eu en commun quelques constantes: le marginalisation sociale des mathématiciens espagnols, l´isolation et aussi, quelquefois, la persécution politiquereligieuse. Toute le quel a signifié et a produit un retard dans l'assimilation des nouveautées mathématiques à l¨Espagne et à l´Amérique de langue espagnole.

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Copyright of Quaestiones Disputatae is the property of Universidad Santo Tomas, Seccional Tunja and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaestiones Disputatae is the property of Universidad Santo Tomas, Seccional Tunja and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)