Abstract
This article aims to discuss processes of transformation and mobilization of knowledge related to the history of Mathematics as a teaching approach for mathematics at the Basic Education level. The core of the discussion is to highlight ways to explore this theme and point out guidelines to integrate information related the historical development of mathematics and its didactic uses in the classroom, associated with the rigor and naturalness appropriate to the treatment of the mathematical content stipulated in school curricula. In this sense, I highlight some possibilities of offering mathematics teachers in Basic Education and undergraduate courses didactic guidelines that contribute to their teaching practice. I also indicate central aspects to be focused on when inserting the historical dimension in mathematics classes as a thematic and material presentation, a conceptual development built from the exploration of primary or secondary sources in the form of didactic activities that can be used by the teacher to introduce, illustrate, or deepen a concept that is to be taught.
Highlights
The need to discuss the training of teachers in their current situations has worried me very much in the context of my actions as a professor of teachers who teach mathematics, especially with regards to the professional knowledge concerning mathematics’ formation and teaching action
Do the teaching methods currently adopted in Mathematics Undergraduate courses and in Basic Education meet the interests of students at these levels of education? What do students learn from the way we teach or the way we believe we teach? I certainly have no answer to such questions, but ever since I was a student in a Mathematics undergraduate course, I have questioned myself and worried about the attempt to find answers to these questions
Mathematics is a social production built on this objective reality, but one which receives a subjective burden to the extent that it establishes itself between that which is individual and that which is collective, in search of solving highly diverse problems at all times throughout human history. It is in this objective-subjective duality that we understand the socially established historical construction, that is, the construction of a social, or even sociocultural, history, for it is necessary to take into consideration the relationship between society and culture fully evidenced in the historical constructions of reality, among which we find mathematics
Summary
History for the Teaching of Mathematics: Transformation and Mobilization of Mathematical Knowledge for School.
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