The presence of the history of mathematics in the classroom is a didactic resource that
teachers can use to assist learning. Students build the meaning of what they are doing.
Teachers can also use historical processes as facilitators or drivers of the learning
process without explicit reference to the history of mathematics. Therefore, it is
questioned: How is the process of development of mathematics teaching in basic
education? In this sense, the general objective of this study is to discuss the use of the
history of mathematics as a teaching-learning resource and propose examples in the
scope of basic education. In the meantime, the preparation of this study with regard to
the procedure, used the bibliographical research of explanatory and documentary
nature. In this sense, with a qualitative approach, as for the objectives, we opted for
exploratory research, seeking a broad view on the subject and its different
perspectives, in order to clarify better on the subject. Teaching mathematics history is
emphasized as a strategy that can lead to meaningful learning, meaning giving
meaning to the activities that students perform in the classroom. It cannot be
overlooked that socioemotional issues are central to the learning process and that
historical approaches to mathematics allow students to reflect on the historical, social
and cultural contexts in which mathematical knowledge has developed. It is expected
that this work will contribute directly to the practice of elementary school teachers and
inspire them to follow possible and suggested paths for the use of the history of
mathematics as a tool in content teaching processes.
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