Discutindo sobre a utilização da história da matemática em sala de aula

Abstract

This work aims to discuss the use of the History of Mathematics as a pedagogical resource in the teaching and learning of Mathematics. The need to discuss the subject was due to the observed need to provide answers to the students about some of the questions found in the classroom in relation to Mathematics. In this sense, we believe that the History of Mathematics may help in this process of enlightenment. In order to bring arguments that support the use of the History of Mathematics in the classroom, we approached reports of some authors, such as ARAMAN, BATISTA (2013), BRASIL (1998), BORTOLETTO (2008), DIAS (2014), EVES (2004), GIL (2017), MENDES (2001), MENDES (2015), MIGUEL (1997), MIGUEL, MIORIM (2011), SANTOS, D'AMBROZIO (2007), SANTOS (2002), TRIVIZOLI TZANAKIS, ARCAVI (2002) who defend the use of the History of Mathematics in the classroom, as well as their talk about the benefits that history has to contribute. In the midst of the reports we have also tried to show that some teachers' thoughts regarding the use of the History of Mathematics are mistaken because when applied in the classroom with a prior planning the History of Mathematics has much to offer. We also present the theme of reason Pi, we report a little of its history and we suggest historical activities that can be used to approach the theme in the classroom. In order to strengthen our arguments, we also reported a little about our experience in the project PROLICEN - Program of Licenciaturas / UFPB in which was used the History of Mathematics to carry out pedagogical workshops. Given the results obtained in our studies and experience with the History of Mathematics in the classroom, we believe that it can be a facilitating teaching resource because from history students can move on to see math with meaning.