Conhecimentos matemáticos para o ensino mobilizados por licenciandos no estudo de tópicos da história da matemática

Abstract

The contributions in the studies of the History of Mathematics (HM) for the formation of teachers has been the subject of various academic works in our country in the last years. In this context, considering that we can identify in the mathematics Degree courses in Brazil, different approaches on HM, such as History of Mathematics, History of Mathematics in Teaching and History of Mathematics Education (HME), on this investigation we focus, specially, in investigating the contributions on the study of theme "History of Mathematics in Teaching" for the training of teachers. For such, we start from the model "Mathematical Knowledge for Teaching" (MKT). In this sense, the present investigation was guided by the following question: Which Mathematical Knowledges for Teaching are mobilized by undergraduates when studying aspects of the History of Mathematics in teaching in a subject of the Mathematics Degree course? Therefore, we collected data throughout the development of a Teaching Practice subject at a federal university in the state of Minas Gerais, whose syllabus provided for the approach of the theme "History of Mathematics in teaching". The classes of this subject were recorded and transcribed, in which we tried to search and identify, in the words of the participants, knowledge referent in the Mathematical Knowledges for Teaching that were mobilized by the undergraduates. Throughout the investigation, an adaptation of the MKT model was realized, in which we divided the knowledges of mathematics teachers in three domains: Subject Matter Knowledge, Pedagogical Content Knowledge and Curriculum Knowledge. The results indicated that when studying the theme “HM in Teaching” and when developing activities on the theme, the undergraduates mobilized the knowledge in all three domains, especially in the Pedagogical Content Knowledge. The undergraduates mainly manifested this domain, due to the discipline giving more focus to the pedagogical issues of teaching. Curriculum Knowledge was also well mobilized, with the students referring to official documents such as the BNCC. However, the Subject Matter Knowledge was the least mobilized since mathematical questions were not the focus of the discipline. Thus, it can be perceived that the study of “HM in teaching” can contribute to the formation of future Mathematics teachers.