A história da matemática como motivação para o processo de aprendizagem e contextualização dos conteúdos matemáticos na educação básica

Abstract

This paper presents reflections and arguments regarding instrumental and motivational importance of Mathematics History for teaching learning process of mathematical content, and underlines the coherence of its applicability to the proposals set out by the curriculum guidelines and existing educational laws in the current system, highlighting the contextualization of possibilities in every segment in which it is inserted the student: academic, social and philosophical aspect as well as examples and suggestions that collaborate with the arguments presented. To this end, the research was oriented from literatures of EVANS, D’AMBRÓSIO, MESERVE, ZUNIGA, FERREIRA, SWETZ, among others, which support the principle that the math based on its historical design provides, in addition to numerical understanding, tools fundamental to its application in everyday school life. Thus, the research presents arguments that strengthen the proposal to seek in history resources and procedures that enable their understanding as school subject more deeply, enlightening and therefore lasting.