Aspetos da rigidez e atomização da matemática escolar no ensino de Portugal e Espanha: análise de um questionário - Aspects of rigidity and atomization of school mathematic in the educational systems of Portugal and Spain: analysis of a questionnaire

In order to assess the rigidity and atomization of school mathematical praxeologies on the Iberian secondary education, we defined, a priori, five conjectures in the light of Anthropological Theory of Didactic (TAD). We studied empirically the veracity of these hypotheses in Portuguese and Spanish education systems through the application of a questionnaire composed either by usual questions, either by less common issues, for two samples of students from Portugal and Spain. The analysis and evaluation of results led us to the conclusion that there is a didactic phenomenon that manifests itself in high fragmentation of tasks that usually are proposed to students of secondary education, lack of connection between the contents, lack of questioning and justification of the techniques used.