História da matemática como ferramenta didática de contextualização do ensino: um olhar sobre 9º ano

Abstract

The research focus of the present work was to examine in an exploratory way how the History of Mathematics (H.M) can be employed as a contextualization tool in the Mathematics teaching, in a 9th grade group of the public school network. A qualitative research was performed in a municipal school located in Piripiri-PI, with the target public being 9th grade students. The analysis of the discussions prioritized the use of H.M in the classroom through activities, contents and the textbook. It was structured around the following question: How can the History of Mathematics, contribute to the teaching of Mathematics through books, activities and contents in the 9th grades of elementary school? To get an answer to the problem, a workshop was included, besides questionnaires and interviews with teachers and students from that school. It was concluded the importance of using the History of Mathematics as a tool to enhance learning in Mathematics teaching. In the Textbook, a lack of mathematical contextualization in the activities and content was determined. During practice, the workshop demonstrated that the use of the History of Mathematics can enrich teaching, increasing student interest and promoting more interactive and dynamic classes.