This research seeks to understand the meanings of the History of Mathematics and
the History of Mathematics Education in the construction of mathematical knowledge
of the students of the course of Mathematics Licenciature of the Federal Institute of
Tocantins - Câmpus Palmas. For the development of the work, we present the History
of Mathematics and the History of Mathematics Education, we know the concept of
meaning, we describe how the History of Mathematics and the History of Mathematics
Education are approached in the course of Mathematics Licensing of the Federal
Institute of Tocantins - Câmpus Palmas and we identify the meanings of History of
Mathematics and History of Mathematics Education constructed in the process of initial
formation for the students. Based on a qualitative approach, the methodological course
occurred in two moments. In the first, it was based on bibliographical survey and
documental research, with theoretical assumptions supported mainly on Vygotsky's
ideas. In the second, we conducted semi-structured interviews for data production,
applied to six students in the last period of the course in Mathematics at the Instituto
Federal do Tocantins - Câmpus Palmas. Using content analysis, the data produced
were interpreted from the point of view of the Cultural-Historical Theory and grouped
into two distinct but interrelated thematic units: the relationship between initial training
and the meaning and mathematical knowledge and initial teacher training:
understanding of meanings. The results show that, from initial training, students
construct various meanings of the History of Mathematics and the History of
Mathematics Education, according to the cultural context in which they are inserted,
taking into account the experiences prior to training and those acquired during their
training. We identified that, in some moments, the History of Mathematics and the
History of Mathematics Education are perceived with the same meaning, and in others,
the students point out a distinction. Based on their statements, we noticed that
Mathematical History and History of Mathematics Education are evidenced as fields of
research in Education and Mathematics Education that can contribute to the initial
formation of teachers.
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