Matemáticas a ensinar e para ensinar em dissertações e teses sobre história da matemática para o ensino

Abstract

The present doctoral text is the result of a research whose object is the Brazilian academic production present in the dissertations and theses defended between 2010 and 2017, which focused on the History of Mathematics for the Teaching of Mathematics. The main objective of the study was to analyze how the mathematics to teach and to teach were explored or not in the dissertations and theses whose objects turned to the uses of the History of Mathematics for the Teaching of Mathematics. The starting point of the study was the research project Cartographies of the production in History of Mathematics in Brazil: a study centered on the dissertations and theses defended between 1990 and 2010 (MENDES, 2011; 2014), which we took as a basis for consultation and advancement in research. search. For the identification and analysis of dissertations and theses, we consulted the database of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the digital libraries of the Graduate Programs in Education, Mathematical Education, Science and Mathematics Education and related areas. in this sense, we performed a mapping of the works, based on previously established descriptors, in order to identify the institutions of origin, the established objectives, the established methodological approach and other information that proved relevant to the area within the established period. We identified, in this movement of expansion in the volume of works presented, the number of researchers and consequently in the volume of research related to the History of Mathematics, History for the teaching of Mathematics and History of Mathematical Education, thus contributing to the understanding of what was produced in this research and how they may imply that future researchers in formation can establish research questions that have not yet been explored in the research program coordinated by Mendes (2017; 2018). During the study we identified works that propose the use of the History of Mathematics for Teaching, but that in many cases this theme was explored superficially, revealing the difficulty of understanding the theme.