A história da matemática na educação básica: contribuições à formação docente e à prática pedagógica

Abstract

This research, whose central theme is the history of mathematics in the formation of teachers of basic education, aims to investigate how the History of Mathematics has been approached in the courses of Mathematics Degree in the state of Goiás, highlighting its importance as a didactic tool for the teachers of basic education. Firstly, the study was developed based on a bibliographical review as well as a documentary analysis, focusing on the pedagogical projects of undergraduate courses in mathematics, which sought to identify, through the analysis of their curricular matrices, if the history of mathematics has been addressed in these courses. Subsequently, field research was carried out through the application of questionnaires to the Mathematics teachers of the State Education Network of Anápolis / GO, in order to investigate if they had the History of Mathematics in their formation, the importance they attribute to History of Mathematics for the learning as well as approach in the work with the mathematical contents. In addition to the theoretical analysis, it was sought, at the end, to present suggestions of strategies that may contribute to the pedagogical work with the history of mathematics in basic education, by means of a paradidatic book presenting possibilities of work with History of Mathematics, demonstrating as the history of mathematics treated in a playful way can contribute to the construction of mathematical knowledge. The study allows to infer that the history of mathematics can have a relevant pedagogical contribution, as long as the teacher understands not only its content, but also how to work it in a pedagogical way. It is of the utmost importance that the History of Mathematics is part of the formation of the Mathematics teacher, so as to allow its use in the classroom in a way that is not only illustrative but favors learning. It was possible to observe that there are gaps in teacher training in relation to the History of Mathematics, which appears secondary in pedagogical practice and even in textbooks, reduced to the introductory illustrations with little relation to the learning of the contents. The approach of the history of mathematics by the teachers participating in the research is also restricted, in most cases, the introduction or illustration of the subjects, as a curiosity and not necessarily as part of the process of knowledge construction.