O uso da História da Matemática no ensino-aprendizagem através de artefatos históricos: uma proposta de formação continuada para professores de Matemática

Abstract

The present research investigated the possible changes in the actions of mathematics teachers during and after participating in a continuing education course focused on the use of historical artifacts. Thus, this paper presents the results of workshops that had as its main objective the making and use of mathematical instruments which we call historical artifacts. These workshops offered new methodologies to the participating teachers, in order to make their classes more dynamic and contextualized. The research also aimed at the continuing education of teachers. The target audience of this research were the mathematics teachers who work in the municipal education system of the city of Itapororoca - PB, more specifically, those from the 6th to the 9th grade. Some relevant issues for the research, which were addressed in more depth, are related to the use of concrete material, which can be seen as a resource that aims to arouse curiosity and interest in students, and also the use of the history of mathematics and historical artifacts that will be presented as a guiding thread for teachers in the classroom. As a methodological approach, an exploratory-descriptive approach was used, as it allowed for a greater appreciation of the problem. This is a qualitative research, proposing to understand and describe the observed facts, besides being a case study. The instruments used for data collection were: non-participant observation, questionnaire, workshops utilizing the history of mathematics and historical artifacts, final evaluation and semi-structured interview. The analysis of the results confirmed the research objectives, indicating that a methodology based on the use of the history of mathematics together with historical artifacts is a satisfactory resource for teaching-learning.