História da matemática: abordagem nos livros didáticos do município de Curral de Cima - PB

Abstract

The History of Mathematics as a teaching methodology provides a new vision for the teaching and learning of mathematics, where it is possible to answer the mathematical whys during its presentation. The aim of this research is to investigate the approach and importance of the History of Mathematics in textbooks used in primary and secondary schools in the municipality of Curral de Cima - PB, using textbooks as a support for teaching and learning through the History of Mathematics. In this way, the research seeks to answer the following question: how is the History of Mathematics approached in textbooks and how important is it? To this end, we sought to analyze the textbooks of the municipality of Curral de Cima - PB, the SuperAção and Prisma collections, in the student and teacher versions. To this end, we adopted the methodology as a qualitative, exploratory and bibliographical research, using as theoretical reference the authors Mendes and Chaquiam (2016), Fossa (2022), Santos and Pozzobon (2012), D'Ambrosio (2021), Machado and Silva (2021), among others. To carry out the research, we identified how history is proposed in textbooks and scientific articles and assessed its relevance according to the researchers. We then analyzed the collections, assessing how history is present and how the information, motivations and teaching strategies used in the textbooks contribute to the teaching and learning of mathematics. Finally, we were able to investigate and relate the proposals defended and analyzed by researchers in the field of the History of Mathematics and how it is approached in the textbooks analyzed. The result was the presence of the History of Mathematics in the two collections, through curiosities, images, short introductory texts and some activities. In short, when analyzing the textbooks in the two collections, we found that the History of Mathematics is capable of arousing student interest, but requires other resources to complement the teaching-learning process.