Abstract

The paper presents partial results of research that have been obtained by conducting two research projects, a national and an international. These results intend to answer the following question: What trajectories had the conceptions about the mathematical knowledge to be taught in the early school years? The work adopts the theoretical framework coming references of Cultural History. Used as empirical basis the texts of important Brazilian educators of the late nineteenth century to the mid-twentieth century, read in pedagogical journals. Search It will show, since announcing the results, the elementary mathematical knowledge follow an alternating movement between two conceptions: now they are seen as elements, now this knowledge are designed as rudiments. And yet, what it seems relevant: these two models coexist today.

Key-words:
elementary school mathematics; arithmetic; elementary knowledge