Numerical Sets from the perspective of the History of Mathematics in a Youth and Adult Education class

Abstract

This article is a Supervised Curricular Internship Experience Report by an undergraduate student in Mathematics. The internship was carried out in a 1 nd year and a 2nd year secondary school class in a public school, in which the student had the opportunity to apply some the History of Mathematics trend in his classes. The aim of this article is to report on the use of the History of Mathematics and its function and applicability in the process of teaching mathematics. As a theoretical foundation, we highlight D'Ambrosio (2012) and Roque (2014). As for the rationale that guided the classroom practice described in this work, we refer to the National Common Core Curriculum, which emphasizes the important contributions of this trend to the teaching of mathematics. As a result, the students were able to reflect, work on dialogicity and learn about one of humanity's most interesting stories: the construction of numbers. We also noticed that there was greater engagement, understanding and interest on the part of the students during math classes. Likewise, the trainee had the opportunity to reflect on the importance of new teaching strategies and approaches in math classes. Therefore, we conclude that the History of Mathematics contributed to greater use of the content and understanding of mathematics from a historiographical perspective.