This paper presents findings of an investigation into the relevance of knowledge acquired from studies of the history of mathematics to the process of formation of mathematics teacher's knowledge. The investigation shows that the theoretical and methodological knowledge of the history of mathematics is important for teacher education. Our objective was to analyze and put in evidence how such knowledge contributes to structuring the knowledge of mathematics teachers. To this end, we interviewed teachers who had experienced the process of research, construction and application in the classroom of a pedagogical proposal, based on the history of mathematics. From these data, by means of content analysis, we structured six categories that show forms of teachers' knowledge, within or beyond those already present in the scientific literature of Mathematics Education.
History of Mathematics; Mathematics Teacher's Education; Teacher Knowledge; Interdisciplinary Knowledge
