História da matemática e ensino desenvolvimental na construção de um museu matemático

Abstract

This dissertation investigates the use of the history of mathematics as a pedagogical resource through the creation and implementation of a Mathematical Museum. The study, grounded in Lev S. Vygotsky's Cultural-Historical Theory and V.V. Davídov's Developmental Teaching Theory, aims to facilitate the transition from empirical to theoretical thinking among high school students at a public school in Aragarças, Goiás. The central objective of the research was the construction of a physical Mathematical Museum as an interactive pedagogical tool, integrating historical artifacts and practical activities to contextualize the teaching of mathematics. The museum served as the basis for a didactic-formative experiment, structured around actions that included identifying universal relationships, modeling, transforming models, solving specific tasks, and evaluation. The research adopted a qualitative approach and was conducted through participant observation, semi-structured interviews, and document analysis. The results indicated that the Mathematical Museum provided students with a deeper understanding of mathematical concepts, connecting them to cultural and social realities. In addition to increased student engagement and participation, the museum stimulated psychological development. As a final product, a pedagogical notebook was created for teachers, offering practical guidance on using the museum in an educational context. The dissertation emphasizes the importance of pedagogical practices that value historical contextualization and the collective construction of knowledge, contributing to the formation of critical citizens. It positions the Mathematical Museum as an innovative tool that integrates history, experimental practice, and pedagogical mediation, expanding the horizons of mathematics education. Furthermore, it suggests that future research explore the application of this methodology in different sociocultural contexts, assessing its long- term impacts on the development of students' theoretical thinking.