Sobre a utilização da história da matemática em atividades didáticas para o nono ano do ensino fundamental

Abstract

This work presents a study about an approach to the history of mathematics in didactic activities performed by Miguel (1993). Besides, presents an analysis of three didactic books of Mathematics, dedicated to the ninth year of Basics Education, based on the Vianna’s suggested categorization (2000). From the study and analysis, discussed above, were prepared didactic activities about eight themes studied during the ninth year (scientific notation and power; power proprieties; square root; Cartesian coordinate system; Thales’ theorem; similar triangles; area and perimeter; sine and cosine functions) in order to help ninth year of Basics Education teachers of mathematics. At the end of this work, it was found that history of mathematics is insufficiently discussed in the analyzed textbooks. With respect to the synthesis made about the study of Miguel (1993), which presents thirteen roles for history of mathematics, there is a preference for the history of mathematics role such as History-Meaning. To which was employed as the basis for the elaboration of didactic activities developed in the monograph.