A história da matemática nos anos iniciais: Uma ferramenta necessária para ensino

Abstract

The main purpose of this article is to address the history of mathematics in the early years as an indispensable tool for teaching and learning of mathematics discipline, since this historical context refers to the various stages of knowledge. That sense, the teacher has the possibility of acting in the field of research putting the student as the agent of this process, so that it can establish their own notions of mathematical knowledge and realize that throughout history this to know/to do mathematician. This teaching action will awaken in students an interest in investigating the process, and consequently will become an object of study where students create hypotheses, experiments and obtaining conclusions. However, it is important to note that to achieve this goal, the implementation of an innovative methodology as constructivist is essential because the student is the center of knowledge and from this the teacher mediate the broadening of knowledge through the use of everyday resources child, using objects and / or actions that emphasize the social environment to which the child is inserted, it will make the teaching more attractive, meaningful and satisfactory, facilitating the teaching-learning and development of the child as an autonomous and critical social.