History of Mathematics in the classroom: contributions to teaching and learning first degree equation in Basic Education

• Autor(a) principal: Carvalho, Letícia Sousa
• Data de Publicação: 2021
• Outros Autores: Cavalari, Mariana Feiteiro, Cristovão, Eliane Matesco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3106
• topic: História da Matemática; Educação Matemática; História de Saberes Matemáticos em Âmbito Escolar; Abordagens da História da Matemática no Ensino; Ensino e Aprendizagem de Equação do Primeiro Grau; History of Mathematics; Mathematics Education; History of Mathematical Contents at School; Approaches to the History of Mathematics in Teaching; Teaching and Learning of first Degree Equations; Historia de las Matemáticas; Educación Matemática; Historia de los Conocimientos Matemáticos en el Ámbito Escolar; Enfoques de la Historia de la Matemática en la Enseñanza; La Enseñanza y el Aprendizaje de las Ecuaciones de Primer Grado

The contributions of the History of Mathematics (HM) to the teaching and learning of mathematical contents have been established throughout academic literature. However, there is a gap in the Brazilian literature on these contributions regarding first degree equations. In light of this, this investigation aims to analyze the contributions of HM approaches to teaching and learning first degree equations. To do so, activities using HM were elaborated and implemented with pupils in their seventh year of Elementary School in Brazil. During the implementation, research data were collected through audio recordings, student records and field diaries from both the teacher and one of the researchers. The data were analyzed with reference to the axes of analysis that were elaborated based on the literature. It was identified that the HM elements shown in the class environment contributed to humanized mathematics, to arouse student interest in mathematics, and to the learning of first degree equations. Some connections between the HM elements used and their approaches and contributions were discussed. Thus, the findings of this investigation may collaborate with the expansion of the debates about the consequences related to the contributions of HM in teaching and learning of Mathematics.