A influência de Decroly no ensino da matemática: as magnitudes

The work studies the Decrolyan proposals on the teaching of magnitudes at the initial levels (4-8 years), analysing their innovative character at the time. A Reference Epistemological Model (REM) on magnitudes at these levels has been developed. This REM has been contrasted with the Decrolyan Current Epistemological Model (CEM), referring to that subject and educational level. The CEM has been identified by analysing the Decrolyan proposals found in the research sources. The CEM has also been compared with other proposals of the time. Finally, some final considerations on the results obtained have been included.