Mathematics Education in Spain and Portugal
Spain 
Elena Ausejo 
 
This section offers a brief overview of Spanish mathematics education over the last two centuries, in the context of the educational system as a whole, which in turn depended to a very large extent on the country’s political and economic circumstances. Although political instability delayed the regulation of secondary education in Spain until 1836, the syllabi of 1845 and 1857 set up the basic structure throughout the nineteenth century. The country developed a system for preparing mathematics teachers that was relatively demanding – above all with respect to mathematical knowledge – and absorbed international experience through translations of textbooks. Later, Spain took part in the principal international movements in mathematics education, becoming involved in the ICMI and the reform movements of the 1950s–1970s.
Aportaciones al estudio de la segunda enseñanza en la II República en España (1931-1936)
Although this article did not intend to be an apology for the republican performance in the field of education in the five years of the Spanish Second Republic (1931-1936), the criticism against this historical period on its 75 anniversary, even from the ranks of progressive thinking, have made the work may seem an excessive praise to the republican education policy. However, leaving aside the vital work carried out in Primary Education, even only some highlighted issues enable the positive assessment of the political momentum in Secondary Education: the increase of the curriculum with more hours of education, especially in scientific and technical subjects; the increase in the number of secondary schools -over 80 centres in 1933-, including the Subsidized Schools; the support to women, both among students and teachers;... All this, together with the educational recession under the dictatorship, which ended with the short period of republican ideas, leads to the conclusion that the Spanish Second Republic meant a great boost to Secondary Education, only truncated by the force of arms.
Students as promoters of rural extension in aquaculture in the Marajó archipelago, Pará, Brazil
Aquaculture is the creation of aquatic organisms. An expanding activity, being of great importance its approach in rural extension. Thus, the objective of this study was to analyze the contribution of extension activities in aquaculture in the professional training of students in Marajó, Amazon, Brazil. The project “Technology transfer through training and technical assistance for tambaqui breeders, Colossoma macropomum, in the archipelago of Marajó/PA” was developed by 10 technician and under graduate students from rural education course and the technical course in aquaculture from the Federal Institute of Education, Science and Technology of Pará (IFPA) Campus Breves, in the city of Curralinho. They participated in the stages of data collection in aquaculture enterprises, training for producers and monitoring of aquaculture production, acting as researchers, instructors and extension workers, respectively. The duration of the project was from August 2019 to March 2020. At the end of the project, a questionnaire was applied to the students involved. The results showed that the aquaculture extension activities developed were relevant and significant, for the construction of knowledge in a mutual way between those involved (students and aquaculture producers). The acquired experiences will substantiate and subsidize the professional practice of these students in a concrete and effective way. In conclusion, the extension project represents an excellent tool in the teaching-learning process for students.