História da Matemática: Um olhar sob a perspectiva para a formação do professor de Matemática

Abstract

This dissertation aimed to analyze the history of mathematics as a discipline and its importance in training mathematics professors at the State University of Paraíba (UEPB), the Federal University of Campina Grande (UFCG) and the Federal Institute of Education, Science and Technology of Paraíba (IFPB) located in Campina Grande and the Federal University of Paraíba (UFPB), in João Pessoa. The qualitative research, since it seeks the gist of the phenomenon investigated in all its dimensions and processes, is supported by bibliographical and documentary study. Given the importance of mathematics in teaching practice as the main component for initial teacher´s education, it takes for examination the following documents: the National Curriculum Guidelines, which establish the rules for the creation of the Educational Project Course and in particular cases a Plan Course provided by the lecturer professor of the discipline the history of mathematics. Therefore, the guidelines of the discipline was analyzed in details, but it also caused us to identify in practice the design of teacher educators and students in training on the History of Mathematics discipline and, above all, the importance of the history of mathematics in the development of teachers training. The paper interviewed four teachers and three students of the quoted institutions. From the analysis of interviews, we built two categories that emerged from the conversations: The history of mathematics as a contribution to the training of teachers and the importance of mathematics in history for teacher training. We understand that the discipline is important for the essentiality of bringing the light of the classroom discussions knowledge about what is mathematics from a historical point of view and how it was developed throughout time. The major evidences after the analysis of documents and interviews was the difference between the proposal of the written curriculum and the one implemented in the classroom by teachers, indicating that there is an attempt of students training to work in their future activities practices in which they are linked to the history of mathematics.