O processo de construção de abordagens históricas na formação interdisciplinar do professor de matemática

Abstract

This paper presents the results of an investigation about the importance of the process of building historical approaches has to the process mathematics teachers' formation, specifically in regard to the construction of interdisciplinary knowledge. The investigations show that the theoretical and methodological knowledge of history of mathematics are important for teacher education. Therefore, our objective was to analyze and show how these skills work together to structure interdisciplinary knowledge of the mathematics teacher who has experienced the process of construction and application of historical approaches in the classroom. To this end, we interviewed six teachers who had experienced this process and, by means of content analysis, we structured categories that show the knowledge developed by them and which contribute to interdisciplinary training of teachers.