O movimento lógico-histórico nas teses e dissertações da área de educação matemática no período de 2015 a 2020

Abstract

This work aims to understand how teaching and research methodologies are applied based on the historical. In this way, it sought to answer the following problem question: How has the concept of logical-historical movement been approached and used in research in mathematics education? To answer this question, theses, and dissertations from the years 2015 to 2020 were analyzed, that addressed the logical-historical or developmental teaching focusing on the application of a methodological proposal for the teaching of some mathematical object, totaling 26 works analyzed. It was observed in these works how the historical construction of mathematical objects is developed with a view to the formation of concepts, how the writing of the text referring to this history took place and how it was used in the methodological proposal presented in the work. Of the total of theses and dissertations analyzed, most, 18 of them, developed a contextualized written history, considering the social, cultural, political, religious, and economic aspects, according to the historical period described, and 14 of them addressed the history of the mathematical object throughout the pedagogical process or in a good part of it, not stopping at the punctual and disconnected use of mathematical history. It is possible, through this research, to understand the way in which they are employed by the analyzed authors, the Logical-historical movement both in the research method and in the formative didactic experiment understood. It is also noticed that most authors sought to develop this movement in their works, performing a historical writing of mathematical objects in a more contextualized way, considering aspects beyond mathematics, showing that mathematics permeates the history of humanity. There is also a tendency to use history in the classroom beyond the descriptive and disconnected history of the teaching-learning process. Therefore, an understanding of the importance and necessity of research in the history of mathematics and its application in the classroom is expected in a way that contributes to the formation of concepts and individuals more aware of human needs that culminated in mathematical discoveries.