Hidden Figures: an interdisciplinary resource to understand the relationship between Mathematics, history, and society

Abstract

This study analyzed the impact of the interdisciplinary pedagogical activity carried out in the Integrated Project of Educational Practice I discipline on the understanding of Mathematics Education undergraduate students at Instituto Federal de Mato Grosso (IFMT), campus Confresa, about the relationship between historical aspects of the constitution of Mathematics, social contexts in the constitution of humanity, and the representation of scientists in cinema, using the film Hidden Figures as a didactic resource. The results indicated that the activity contributed to a greater awareness among students about the importance of addressing issues of diversity, inclusion, and representation in their future teaching practices. Despite some limitations, the study pointed to the potential of interdisciplinary pedagogical activities to enrich the training of future teachers and promote a more inclusive and contextualized Mathematics Education.