História da Matemática em sala de aula: uma análise em dissertações de doutorado defendidas entre 1993 e 2023

Abstract

This research aimed to conduct a State of the Art study on the use of the History of Mathematics in the classroom, based on doctoral dissertations produced between 1993 and 2023. The study sought to understand the models, methods, and approaches presented by the researchers, considering especially the organization of didactic proposals and the different ways in which the History of Mathematics was used in teaching. The research is qualitative and bibliographical in nature. The corpus was established through a survey conducted at the Brazilian Reference Center for Research on the History of Mathematics (CREPHIMAT). Initially, twelve studies were selected based on the reading of their titles and abstracts. After the complete reading of the studies, three of them were found not to meet the established criteria, resulting in a final corpus of nine studies. For the analysis, analytical notes and reviews were prepared, followed by the construction of an analytical matrix that made it possible to organize and compare information related to the target audience, the organization of didactic proposals, the use of historical sources, the procedures for developing the activities, the contexts of implementation, and the results reported by the authors. The analysis showed different ways of using the History of Mathematics, including historical texts and sources, artifacts, reconstructions of instruments, and situations based on mathematical practices from different historical periods. A greater concentration of proposals directed toward Higher Education, especially teacher education, was also identified. The studies analyzed present different ways of organizing the activities, although common aspects can be identified in the paths adopted for the development and implementation of the proposals. Thus, this study presents an overview of the analyzed academic production, highlighting similarities, differences, and particularities regarding the use of the History of Mathematics in teaching contexts.