Resumo:
The articulations between History of Mathematics and teacher education have been the object of research in the area of Mathematics Education. In such investigations, a wide range of justifications favorable to the insertion of historical approaches in teacher education is presented. However, we identified that there are still few studies that specifically analyze the contributions of a History of Mathematics subject to teacher education, especially from the perspective of mathematical knowledge for teaching. In this sense, the present research aims to describe and analyze the contributions of the study of aspects of the History of Mathematics in the mobilization of mathematical knowledge for teaching in the light of the model "Mathematical Knowledge for Teaching", known by the acronym MKT, and proposed by Deborah Ball et al. Therefore, data collection was carried out during a course specifically focused on the study of the History of Mathematics of a Mathematics Degree course. Data were collected through a questionnaire to identify the participants, audiovisual recordings of the classes and a field diary, throughout the course and interviews carried out after the end of the course. In addition, the activities performed by students during the course were analyzed. The data obtained through the different collection instruments were triangulated and analyzed using groupings by similarity that were related to the domains and subdomains proposed in the model by Ball et al. The analyzes indicate that the licensees expressed knowledge referring to “Specific Content Knowledge” specifically to the subdomains: Common Content Knowledge; Specialized Content Knowledge; Knowledge of Content in the Horizon appearing more frequently in activities related to Mathematics in Antiquity. It was also evidenced in an expressive way, knowledge related to “Pedagogical Knowledge of Content”, specifically, to the subdomains: “Knowledge of Content and Students”, “Knowledge of Content and Teaching” and “Knowledge of Content and Curriculum”. The analysis of this investigation indicated that activities on the History of Mathematics have the potential to enable undergraduates to mobilize mathematical knowledge for teaching and, therefore, their study can contribute to the initial training of teachers.
