Epistemologias e argumentos fundamentadores de teses e dissertações em história da matemática para o ensino de matemática (1990 a 2020).

Abstract

This work examines the epistemologies and arguments produced about the use of the History of Mathematics for teaching mathematics in academic theses and dissertations defended in Brazil between 1990 and 2020. The study considered works with approaches to mathematical themes for the final grades of elementary education. This research was developed by examining theses and dissertations with mathematics teaching activities that used the History of Mathematics as a strategy. The access to theses and dissertations occurred through the Brazilian Reference Center for Research on the History of Mathematics – CREPHIMat, which is a digital repository of studies on the History of Mathematics, with broad coverage on the topic. The works were analyzed based on a model, developed by the author, which used as a reference the "paradigmatic matrix" of Sánchez Gamboa (2018). The results showed that the analyzed researches did not present a new epistemology or original arguments about the use of History of Mathematics for teaching Mathematics. It presents suggestions for possibilities for deepening research and expectations for contributing to the development of the field of study, as well as improving the process of teaching and learning Mathematics.