A História da Matemática e a Pesquisa Escolar: contribuições de uma sequência de ações com estudantes do Ensino Médio

Abstract

Several researchers reinforce the importance of History of Mathematics (HM) in classroom because it is able to be considerate a source of motivation to learning of Mathematics and when it is associate with other resources and methodologies, it can contribute to improve the teaching and learning. Furthermore, the HM allow a work with research, which has been considerate the base of construction of knowledge being indispensable in school context. However, in the matter of research in school environment, what realize is in most of the time students reproduce information available in books or web page, which constitutes only a pile of information without reflection. Because of this, we believe that is necessary a work directed to development of School Research, having the HM as driving of action. For this purpose, we have considered as leading question: what shows in a study about the use of History of Mathematics linked to School Research to contribute for teaching and learning of Mathematics of students at high school? With the goal of find one ask for this question, we have investigated the pedagogic potential of History of Mathematics combined School Research in teaching of Mathematics in high school. Considering the contributions that the HM can offer for the teaching and learning of Mathematics and guided in suppositions about School Research, in this work we developped a sequence of actions in an integrative perspective. The sequence proposal to students happened at Gabriela Mistral High School, in Porto Barreiro – PR, with students of 1st grade of high school. This consisted in elaboration of a bibliographic research that involved the HM, in order to write a text of authored by students presenting the results of a research held by themselves. With this work, it was possible identify many potentialities to use the HM, among them: appropriate source to goal selection, overcoming epistemological obstacles, demystification of Mathematics and source of motivation to students. As for School Research, it showed to be suitable to promote students the reconstructive questioning.