Geometry Teaching in the Early Years: A History that Encourages Reflections on the Present

Abstract

Background: Geometry seems to cause some strangeness and resistance when present in children's education over time and suggests that this characteristic is not exclusive to primary education or the initial years. Objective: To historically analyse two discourses that integrate proposals for teaching geometry present in current documents and programs, especially the National Common Curricular Base (BNCC) and the National Pact for Literacy at the Right Age (PNAIC): the plane-space relationship and the prominence of observation, manipulation, comparison, and visualization in learning geometry. Design: Based on themes for teaching geometry, proposals for teaching geometry in the early years and the historical relationships that can be established around them are discussed. Settings and Participants: current documents and programs that integrate proposals for teaching geometry in the early years. Data collection and analysis: Considering results obtained within the scope of research projects about the teaching of geometry in a historical perspective, located in the field of History of Mathematics Education and also in studies on the BNCC and the PNAIC, we proceeded with a new analytical elaboration. Results: Proposals for teaching geometry that last for many generations are highlighted, even with different objectives and purposes in each era. Observation, manipulation and comparison are also verified as strategies for teaching this theme that last over time. Conclusions: The dialogue between geometry teaching issues and its history of this teaching makes it possible to build a broader understanding of the difficulties and to elaborate proposals that can take into account the knowledge already produced.