A história da matemática como recurso didático para a aprendizagem da geometria no ensino médio: uma proposta pedagógica

Abstract

This study investigates the potential of the history of Mathematics as a didactic resource for the teaching and learning of geometry in upper secondary education. Acknowledging the persistent challenges in Mathematics education particularly those related to contextualisation, student engagement, and conceptual understanding the research argues that incorporating historical elements into the curriculum contributes to a more humanised, meaningful, and culturally grounded approach. Drawing on authors such as Lorenzato, Miguel, Mendes, Baroni, Fauvel, Boyer, and Burton, the proposal is organised into a didactic sequence structured in modules that explore the origins of geometry in ancient civilisations, the demonstrative rigour developed by the Greeks, the historical formulation of geometric solids, and their applications in art, architecture, and social practices. The activities include contextualised geometric tasks, analyses of historical problems, and discussions that relate contemporary concepts to their cultural and historical roots.The methodology adopted is qualitative, emphasising participant observation, classroom records, analysis of students’ work, and the interpretation of data through content analysis. The study seeks to understand students’ perceptions, levels of engagement, and the ways in which they draw on historical narratives to support explanations and justify geometric procedures. The findings indicate that a historical approach enhances motivation, deepens the meaning attributed to mathematical content, and contributes to a more critical and consistent understanding of geometry. Moreover, the results highlight that the history of Mathematics fosters the recognition of mathematical knowledge as a culturally constructed and evolving human endeavour, reinforcing its social and educational value