The presence of the History of Mathematics in the development of Right Triangle Trigonometry in High School Mathematics textbooks

Authors

  • Wagner Marcelo Pommer Universidade Federal de São Paulo (UNIFESP), Departamento de Ciências Exatas e da Terra (DCET), Programa de Ensino de Ciências e Matemática (PECMA), Diadema, SP http://orcid.org/0000-0002-6138-1279
  • Pedro Pereira de Almeida Júnior Universidade Federal de São Paulo (UNIFESP), Diadema, SP https://orcid.org/0000-0001-7744-0950

DOI:

https://doi.org/10.35819/remat2020v6i1id3836

Keywords:

Trigonometry, History of Mathematics, Textbook, High School

Abstract

D’Ambrosio (1996) points out that the History of Mathematics is an area that can bring many contributions to the Mathematics teaching The aim of this research was to analyze if and how the History of Mathematics is presented in high school Mathematics textbooks related to the “Right Triangle Trigonometry”. As theoretical reference we rely on the vulgata phenomena (CHERVEL, 1990) and on the possible pedagogical uses of the History of Mathematics. As a tool for analysis, we used the documentary research described in Gil (2002) in a sample of three High School Mathematics books collections, in quantitative and qualitative ways. As categories of qualitative analysis, we adapted Vianna’s (1995 apud BIANCHI, 2006) considerations regarding the uses of the History of Mathematics as motivation, information, didactic strategy and subject development. We observed that these categories were found in the textbooks and that they bring contributions, but they must be complemented by an adequate mediation by the Mathematics teacher.

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Author Biographies

Wagner Marcelo Pommer, Universidade Federal de São Paulo (UNIFESP), Departamento de Ciências Exatas e da Terra (DCET), Programa de Ensino de Ciências e Matemática (PECMA), Diadema, SP

Trabalho atualmente na Licenciatura em Ciências da UNIFESP, campus Diadema-SP e na pós-graduação do curso. Sou bacharel em Engenharia Mecânica pela Universidade Mackenzie (1983) e Física pela PUC/SP (1996). Tenho especialização em Matemática, pela Universidade São Judas Tadeu (1995), mestrado acadêmico em Educação Matemática (PUSP, 2008) e doutorado em Educação (FEUSP, 2012). Minha experiência em pesquisas se situa nos seguintes temas: Teoria Elementar dos Números, Equação Diofantina Linear, Frações Contínuas e Números Irracionais. Na parte teórico-metodológica o enfoque envolve a Didática da Matemática Francesa, especialmente na Engenharia Didática de Brousseau e Artigue, nos Registros de Representação Semiótica de Duval, na Teoria do Antropológico de Chevallard, na Metacognição e nos Núcleos de Significação.

Pedro Pereira de Almeida Júnior, Universidade Federal de São Paulo (UNIFESP), Diadema, SP

Possui graduação em Licenciatura Plena em Ciências pela Universidade Federal de São Paulo(2019).

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Published

2020-05-14

How to Cite

POMMER, W. M.; ALMEIDA JÚNIOR, P. P. de. The presence of the History of Mathematics in the development of Right Triangle Trigonometry in High School Mathematics textbooks. REMAT: Revista Eletrônica da Matemática, Bento Gonçalves, RS, v. 6, n. 1, p. 1–17, 2020. DOI: 10.35819/remat2020v6i1id3836. Disponível em: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/3836. Acesso em: 3 jul. 2024.

Issue

Vol. 6 No. 1 (2020)

Section

Ensino de Matemática

License

Copyright (c) 2020 REMAT: Revista Eletrônica da Matemática

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