About the use of sources in the discipline History of Mathematics: Problem 56 of the Rhind Papyrus

Abstract

Among the possibilities to insert history aspects in Mathematics teaching, the study of history sources demands time and dedication. Its use requires a detailed comprehension of the moment it was written. In order for this to be used in primary and secondary schools, it requires that the teacher, during his initial training, had counted on experiences that can enable a future application in classroom. This study aims to report an example of the use of history sources in the discipline History of Mathematics in the course of teacher training in Mathematics at UECE, specifically, the problem 56 of the Rhind Papyrus. Therefore, we collected the data from an activity proposal developed in classroom, in which the students enrolled in the discipline should translate the problem, highlighting the meaning of the term “seked”, explain its resolution using the Egyptian Math from the document’s time, its resolution with the current Math, and making a comparison between the ancient Mathematics and the current one. Basing on the collected data, it was noticed that most of the students resolved the tasks, but they did not indicate a complete explanation for the calculation presented, showing the dependence on ready  and previously proved formulas of the current math, and that there is still an absence of interest in knowing the reason for using these formulas. Therefore, we encourage that the teacher look for an upgrading for teaching some Math contents through the use of history sources and the History of Mathematics, expanding the possibilities  of a bigger learning from the students.