From oral counting to plotting graphs: Advances in girls' math education in the South of Brazil

Abstract

Throughout the 19th century in southern Brazil, as in the whole country, girls received a poorer mathematical education than boys. Historical records of this education are scarce. The first systematic opportunity for girls to progress beyond basic arithmetic was by pursuing training as elementary school teachers. In the 20th century, several movements converged to reduce inequalities: coeducation became standard in primary schools, secondary education was standardized, and both coeducational and girls’ secondary schools expanded rapidly. The first part of this text presents a systematic review of the sparse records found on mathematical education for girls until 1930. The second part compares school notebooks and the existing curriculum to examine traces of the mathematics studied in a girls' secondary school created in 1948. The regulation and expansion of secondary education allowed girls to study mathematical topics in algebra, deductive geometry, problem-solving, and introductory functions.