Definitions and Criteria for the Use of Original Texts in the Articulation between History and Mathematics Teaching

Abstract

The study of original texts in the classroom is an initiative that has been acquiring space within the publications on the articulation between history and mathematics teaching. In this sense, there was the need of discussing the role that this material plays in this context, underlining which criteria and definitions should be regarded for its use, a debate that has not been performed by the Brazilian researchers yet. Thus, this article aims to investigate the use of original texts for mathematics teaching, through the stipulation of the definitions that permeate this material and the criteria listed for this use. Thereunto, a qualitative bibliographic methodology was adopted in order to select and analyze the literature on the subject, aiming at listing the criteria for the use of originals in the classroom and providing a theoretical base for the Mathematics educators that perform research in this field. Therefore, seven criteria were listed: material choice; the way of using it; the intentionality; the grade or level of application; the didactic treatment; the moment of using it; and the historiographical perspective chosen. These were the criteria listed in the period of execution of this research, but there is the possibility of listing new ones in another study, with different or further readings. However, with them, it was possible to conclude that, before using an original, it is necessary to consider the issues of using this material and, based on these selected criteria, it will be possible to consolidate this discussion and other researches on the subject.

Keywords:
Original Texts; Mathematics Teaching; History; Criteria