No label defined (Q4370342)

The paper reports research conducted among elementary school teachers in São João del Rey, in the State of Minas Gerais, Brazil, to investigate their views on the relation between history and pedagogy of mathematics. The research methodology was a phenomenological analysis of interviews with teachers. The main results reveal a perception among teachers that the use of history of mathematics can indeed enrich the teaching of mathematics. But there is a lack of knowledge of history of mathematics among teachers. Besides, their background in history ignores the presence of mathematics in the history of mankind. Essentially, texts and courses of history ignore that mathematics and science are important components of the evolution of mankind. This is probably the most difficult issue to be dealt with in relating history and pedagogy of mathematics. For the entire collection see [Zbl 0878.00046].