CONTINUING TRAINING AND KNOWLEDGE IN THE HISTORY OF MATHEMATICS

APPROACHES AND PERSPECTIVES

Authors

  • Sergio Cavalcante Freitas
  • Miriam Espíndula dos Santos Freire UFPB

DOI:

https://doi.org/10.48075/ri.v27i1.34799

Keywords:

Formação continuada, ensino, história da matemática

Abstract

Rethinking initial and continuing teacher training is important to face the challenges of current education. The objective is to discuss how the history of mathematics can improve teaching and learning in basic education. We argue that, in initial training, the history of mathematics content should be better addressed by trainers, overcoming a merely mechanical view of teaching. For continued training, it is essential that teachers are encouraged to act reflexively. The reflective teacher becomes a producer of knowledge and improves his pedagogical practice, better organizing activities and adapting them for the student's integral development. Reflection is a crucial tool for improving teaching and must be accompanied by scientific research and everyday contexts. Continuing training must prepare teachers to use the history of mathematics, promoting the formation of critical and conscious citizens. The interaction between teachers and students is vital for meaningful learning, requiring preparation and knowledge.

Author Biographies

Sergio Cavalcante Freitas

Graduação em Gestão Financeira pela FATEC (2020), Graduação em Matemática (Licenciatura), pelo Centro Universitários FAVENI (2021), Pedagogia (Bacharelado) pela Faculdade Única (2024) e Licenciatura em Educação Especial pela Faculdade IBRA (2024). 

Miriam Espíndula dos Santos Freire, UFPB

Licenciada em Pedagogia pela Universidade Federal da Paraíba (UFPB). Mestra em Educação pela Universidade Federal da Paraíba (UFPB). Doutora em Educação Programa de Pós-Graduação em Educação (PPGE/ UFPB) Integrante do Grupo de Estudos e Pesquisa em Políticas Curriculares (GEPPC). 

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Published

27-02-2025

How to Cite

FREITAS, S. C.; ESPÍNDULA DOS SANTOS FREIRE, M. CONTINUING TRAINING AND KNOWLEDGE IN THE HISTORY OF MATHEMATICS: APPROACHES AND PERSPECTIVES. Ideação, [S. l.], v. 27, n. 1, p. 117–140, 2025. DOI: 10.48075/ri.v27i1.34799. Disponível em: https://e-revista.unioeste.br/index.php/ideacao/article/view/34799. Acesso em: 29 mar. 2025.

Issue

Vol. 27 No. 1 (2025): FORMAÇÃO DE PROFESSORES E NOVOS PARADIGMAS EDUCACIONAIS EM CONTEXTOS INTERDISCIPLINARES

Section

Artigos

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Copyright (c) 2025 Direitos partilhados conforme licença CC BY-NC-SA 4.0

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