As potencialidades da História da Matemática na formação de professores

• Ano de defesa: 2024
• Autor(a) principal: Camargos, Núbia Gabrieli Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: História da Matemática; History of Mathematics; Estratégia Metodológica; Methodological Strategy; Formação de Professores; Teacher Training; Ensino de Matemática; Mathematics Teaching; Metodologias de Ensino; Teaching Methodologies; CNPQ::CIENCIAS EXATAS E DA TERRA; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/45023; http://doi.org/10.14393/ufu.di.2025.56

The History of Mathematics is not merely a field of study; it is a bridge that connects the past to the present, enriching both teaching and learning processes. This dissertation investigates the potential of the History of Mathematics in the education of mathematics teachers by analyzing academic works presented at the National Meetings on Mathematics Education (ENEM) from 2015 to 2024. The research seeks to address the following central question: What are the potentialities of the History of Mathematics for teacher education, as evidenced in the academic works published in the ENEM proceedings from 2015 to 2024? To answer this question, our objective is to investigate the potential of the History of Mathematics and to analyze works that discuss methodological strategies involving the History of Mathematics, as published in the ENEM proceedings during this period. Employing the Knowledge State research method, relevant ENEM productions were analyzed and organized into three axes: (1) Theoretical frameworks for understanding the History of Mathematics as a methodological strategy; (2) The History of Mathematics as a methodological strategy for teacher education; and (3) The History of Mathematics in teacher education. The dissertation also presents the Educational Product, which consists of a catalog with pedagogical suggestions aimed at assisting educators in integrating the History of Mathematics into their teaching practices. The findings indicate that incorporating the History of Mathematics provides meaningful contexts that not only engage students but also contribute to improving academic performance. This underscores the role of the History of Mathematics as methodological strategy for transforming teaching practices. Furthermore, our analysis highlighted that methodological strategies grounded in the History of Mathematics offer significant contributions to teacher education. The inclusion of this approach in educational settings enriches the content taught, fostering a deeper understanding of mathematical concepts.