The history of mathematics in the field mathematical education: a look from institution and constitution of the field

Abstract

This work aims to situate a research in History of Mathematics in the field of Mathematical Education, based on the processes of institution and constitution of the field. To this end, we carried out a bibliographic study supported by authors such as Kilpatrik (1996, 2008), Vasco (1994) and Miorim (2004), who talk about the historical and epistemological institution and constitution of Mathematical Education. In view of the investigation, we observed that the History of Mathematics has been present since the institution of the field, since its main precursors made it a means of propagating its conceptions, among which, that History provides meaning to the teaching and learning processes in Mathematics. In addition, we note that the History of Mathematics plays a fundamental role in the epistemological constitution of the field, given that it is responsible for rescuing the socio-cultural practices from other times and spaces, other than those in the classroom, but which ultimately flow into the processes of teaching and learning that take place there. Thus, the History of Mathematics is not limited to investigating names, dates and events that surround the production of mathematical knowledge but adds to the field aspects that corroborate its epistemic and identity constitution.