As contribuições da História da matemática para o processo de ensino e aprendizagem

Abstract

Faced with the challenge of improving the teaching and learning of Mathematics, this research investigated the contributions of the History of Mathematics to the teaching and learning process with Elementary School Mathematics teachers in Balsas, Maranhão. The hypothesis was that the History of Mathematics could contribute effectively to the teaching and learning of this science. The research was justified by the importance of the History of Mathematics in teaching mathematical content, allowing teachers and students to face problem-solving situations based on mathematical knowledge built throughout History. Furthermore, the historical approach to Mathematics helps contextualize the content, making it more meaningful and relevant for students. The objectives of the research were to investigate the contributions of the History of Mathematics to the teaching and learning process: to research the importance of this teaching approach for teachers; identify whether teachers used the History of Mathematics in their classes and describe the results of the investigation, based on a data collection instrument answered by the teachers subject to this research. The theoretical review highlighted the importance of the History of Mathematics, showing how it can make the discipline more human and closer to students. The History of Mathematics allows us to understand the evolution of mathematical concepts and their relationship with culture and historical context. It can also promote intellectual curiosity and understanding of the subject of mathematics, as well as helping students deal with errors and develop resilience. The research methodology involved a qualitative, bibliographic, exploratory and field study. Interviews were carried out with Elementary School Mathematics teachers from four schools in the city of Balsas MA, to collect information about the use of the History of Mathematics in the classroom and the difficulties faced by teachers. The data were interpreted qualitatively. Therefore, the results indicate that the History of Mathematics is used by teachers as a valuable tool to make teaching more engaging, relevant and meaningful for students.