Resumen

MENDES, Iran Abreu. HISTORY FOR MATHEMATICAL EDUCATION: notes on Brazilian research. Rev. Exitus [online]. 2019, vol.9, n.2, pp.26-50.  Epub 19-Jul-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n2id853.

Several researches related to the connections between history and mathematical education in Brazil have generated important results that point to themes, epistemological foundations, methodological approaches and pedagogical experiments that can contribute to the education of teachers who teach mathematics. During a decade (2008-2018) I conducted a study on Brazilian scientific production in this area, considering the historical-epistemological, pedagogical and historical-educational dimensions. In this paper, I make an annotated description of the results obtained in the research, based on questions such as: What is the epistemological format of research on the history of mathematics education? What is the focus of the research? What stories are focused on research on the history of mathematics education? In what ways are these stories produced by researchers, what are their pedagogical meanings, and to what extent can they be used by teachers of mathematics in their classrooms? These questions were based on authors such as Michel Serres (2008), Ludwick Fleck (2010), Mauro Condé (2012) Bruno Latour (1994; 2000), Peter Burke (2016) and Maurice Caveing (2004) to situate the fields in which these studies are located; to propose their insertion in the education of teachers who teach mathematics and to present a work agenda to be implemented as a policy of conceptual and pedagogical education of teachers who teach mathematics.

Palabras clave : Historical research; Research methodology.

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