Abstract:

Several studies point out that History of Mathematics (HM) can have a relevant role in mathematics teaching and learning. Still, in Portugal its use in non-higher education is very limited, which brings challenges to trainers of future teachers (FT). It seemed important to us to find out how the FT: (i) characterise their training in HM, obtained in their first cycle academic degree; (ii) evaluate the impact that the use of HM had on their learning of mathematical topics; and (iii) appreciate the didactic potential of using HM in mathematics classes. To this goal, we design a mixed study with FT graduating at two Portuguese institutions. Data were collected from questionnaires (N=28) and semi-structured interview (N=2). Data analysis combines qualitative and quantitative aspects. It reveals that, FT of both institutions had contact with HM mainly in the introduction to contents and mentions to the history of symbology, they also show having more memories of HM in course units that HM as a focus of study. In terms of the impact of HM on their learning of mathematics, the FT highlight that it facilitated the understanding of mathematical content and connections between mathematics and reality, promoting also the development of transversal skills. In terms of appreciation of the didactic potentialities of using HM in teaching, the FT highlight that it allows illustrating relationships of Mathematics with other subjects. The interviewed FT also revealed difficulty to present/explain the didactic potential of HM, which may occur because in this initial degree they still have little contact with teaching practices and also because HM is used as a tool and less as a didactic approach that they may use in the professional master's degree.

Keywords:

Teacher education, History of Mathematics, Perspectives and experiences of future teachers.