Mathematics Teaching in a Special Issue of The New Era Magazine, 1934

Abstract In 1934, the The New Era magazine, one of the official magazines of the New Education Fellowship (NEF), published a special issue on Mathematics teaching. The NEF was an international organization, founded in 1921 within the international movement of New Education, which aggregated members from different countries, including some renowned educators. The following article explores the themes about Mathematics Education addressed in the aforesaid issue, as well as the content of the discussions concerning theoretic-methodological approach, this way identifying recurring elements and eventual divergences. The analysis focus on the editorial aspects, the authors' networks, and the authority speech. Among the conclusions, it is possible to notice the concern in including authors internationally recognized and widely known approaches, such as the Decroly and Montessori methods. The different branches of Mathematics and school levels make evident that the editor wanted to provide an overview of Mathematics Education tendencies. The appeal to real experiences in Mathematics teaching, the prominence of the student, the connection between subject matter and mental age, and the central role of the psychology applied to education are among the recurring aspects. However, the way some of these aspects are interpreted points out the divergences. Finally, the article highlights the potentiality of exploring connections with Brazil, such as the case of Professor Alda Lodi.

摘要 1934年，新教育联谊会（New Education Fellowship，NEF）的官方刊物之一《新时代》（The New Era）杂志推出了一期数学教学主题的特刊。该联谊会是1921年在新教育国际运动框架下成立的国际性组织，汇聚了来自多国的成员，其中不乏知名教育学者。本文梳理了该期特刊所探讨的数学教育主题，以及围绕理论-方法论路径展开的讨论内容，借此提炼出其中的共性元素与潜在分歧。本分析聚焦于该特刊的编辑维度、作者网络与权威话语建构。研究结论显示，编刊者致力于吸纳具备国际认可度的作者与广为人知的教学路径，例如德克罗利（Decroly）教学法与蒙台梭利（Montessori）教学法。特刊覆盖不同数学分支与学段，足见编刊者旨在全面呈现数学教育的发展趋势。诸如回归数学教学的真实实践、凸显学生主体地位、联结教学内容与心理年龄，以及应用教育心理学的核心作用等，均为该特刊的共性议题。但部分议题的阐释路径也显现出观点分歧。最后，本文还探讨了该特刊与巴西地区开展关联研究的潜力，例如阿尔达·洛迪（Alda Lodi）教授的相关案例。