The Didactic Suggestions into a Textbook of Arithmetic for Teacher Training in Normal Sections in Costa Rica in the Nineteenth Century

Abstract

In this article we highlight didactic suggestions linked to mathematical concepts and procedures that we identified in a manual of arithmetic for initial teacher training in the Normal Sections in Costa Rica in the 19th century. The study adopts a qualitative descriptive research based on the analysis of textbooks, within the framework of historical research in mathematics education. The content analysis of the textbook was carried out from the categories of the didactic analysis associated with the cognitive, instructional and assessment aspects linked, in this case, to teaching of arithmetic in primary education. The results highlight a considerable number of suggestions that promote the learning of arithmetic operations. We identified two stages for learning:  memorization and promotion of capacities in students. In the text, teachers are encouraged to use varied materials and resources, to rely on invariable procedures and to adaptpreviously used strategies. In order to evaluate the learning processes, the text recommends verifying results and assigning oral and written tasks, either in a random or specific order.