Reflexões acerca do que pensam os professores em formação sobre o uso da história da matemática

Abstract

The present work has as general objective to identify the conceptions that future Mathematics teachers have regarding the use of the History of Mathematics. This work is characterized as a bibliographic research combined with a case study with a qualitative approach. In this constructive process, it was a question of understanding the existing concepts and the importance of the History of Mathematics as a teaching methodology in order to improve how the content was passed on to its students. It was also important to explain the reasons for using this methodology in the training of these students in their academic period, so that we can understand how History can be used in the educational practices of mathematical teaching in the classroom. Considering that the current reality persists in the teaching model, in which the student receives the theory and already puts it into practice in the exercises, however, we can perceive the countless Stories and theories behind the Mathematical conceptions that can make students see interest in them and arouse curiosity within each one using different and innovative methodologies. According to the results, we can understand the difficulties and obstacles imposed by the students to implement the History of Mathematics in their educational practices, however, it is evident that most see this methodology as an important differential in order to benefit the students and reduce the existing blocks in regarding the discipline. The research also revealed that the teachers' lack of time, financial incentives and an increase in historical research constitutes the most difficult challenges for the adoption of this methodology by future mathematics teachers in their pedagogical practices, but they should not be decisive to prevent its use in schools. math classes.