The analysis of the history of natural numbers in textbooks is necessary to
understand how this content is approached in the educational context, shaping
students' perspective in relation to this field of teaching and learning Mathematics.
The presence and varied approach of this story in teaching materials reflects
pedagogical choices and views on teaching, and can offer significant or, in some
cases, limited understanding. The historical contextualization seeks to highlight the
evolution of natural numbers from the first counts to the formalization of current
Mathematics concepts, providing students with a richer understanding of
mathematical development over time. However, the analysis reveals cases in which
this approach is superficial, with little emphasis on the contributions of different
civilizations and historical periods, limiting students' understanding. The central issue questions the effectiveness of teaching this content, exploring how the historical approach is presented in textbooks. The objectives of the study aim to analyze the presence and depth of historical narrative, evaluate the effectiveness of this approach in promoting meaningful understanding, and identify potential gaps in textbooks. The justification for the research lies in the need to understand how the history of natural numbers is covered in textbooks, considering their crucial role in learning mathematics. The study seeks insights to improve the historical approach, contributing to innovative educational practices and the development of more effective teaching materials. The investigation is pertinent given the constant search for strategies that promote meaningful learning, arousing students' interest and providing tools for a broader understanding of mathematical knowledge from the initial stages of education.
|
