MATHEMATICS HISTORY IN DIDACTIC PROPOSALS FOR TEACHER EDUCATION

Abstract

The inclusion of the History of Mathematics (HM) in teacher education has been the subject of multiple studies in Brazil. This paper analyzes multiple didactic proposals for addressing HM concepts in mathematics teacher education as suggested by theses and dissertations from Brazilian academics, considering their contributions, difficulties, and limitations. Twenty-two academic studies were analyzed, of which 20 addressed certain aspects of HM to introduce mathematical concepts, while seven focused on specific components of HM and/or HM concepts in teaching. Seven of the proposals contributed to pedagogic knowledge learning, while 16 were related mathematical knowledge learning. However, this study highlights that during the implementation phase of five of the proposals, some students exhibited difficulty in reading comprehension of the texts. Moreover, in three of the studies, some undergraduate students did not identify the importance of HM for mathematical instruction.