Desvendando mitos na educação matemática: como pseudo-histórias afetam o ensino

Abstract

This research aimed to investigate the origins and emergence of Pseudo-stories in mathematics teaching. The study highlights three of the main Pseudo-histories of mathematics and analyzes how they are transmitted and perpetuated, including their dissemination in books and media. Furthermore, the work proposes measures to correct or minimize the impact of Pseudo-histories on the perception of the history of mathematics. The research covers the Pseudo-histories of mathematics that emerged from the 19th century to the present day. Secondary sources will be used, such as books, articles and published research, as well as primary sources, such as historical documents. The study will adopt a bibliographic approach, with critical analysis of the sources. The analysis method proposed by Martins (2000) will be applied to verify the veracity of Pseudo-stories, with adaptations for the cases of Archimedes' Crown, Newton's Apple and Bhaskara's Formula. In this way, the research seeks to expand knowledge about the impact of Pseudo-stories on mathematics teaching and contribute with proposals for a more accurate perception of mathematical history.