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- Perspectives of future teachers of early years from two Portuguese institutions on the history of mathematicsPublication . Costa, Cecília; Menezes, Luís; Ribeiro, António; Pinto, H.; martins, ana patrícia; Clain, T.; Gomes, Helena Margarida dos Santos Vasconcelos; Aires, A. P.This paper presents some results of the project (H)ISTO é MATEMÁTICA — História da Matemática no Ensino da Matemática (History of Mathematics in teaching), a research project that has as one of its main goals: to describe the initial and continuous training of Portuguese teachers in History of Mathematics (HM), as well as their conceptions and practices on the use of HM in teaching. In particular, we present the results of applying an online questionnaire to a group of 259 Mathematics teachers from the 2nd Cycle of Basic Education in Portugal (5th and 6th grades). With this survey our purpose is precisely to characterize teachers’: (i) training in HM; and (ii) conceptions and practices about the utilization of HM in the classroom. Notice that this study intends to respond, among others, the lack of studies on this subject, particularly at the level of the first years. We use quantitative data analysis methods, namely descriptive statistics. The main conclusions of this study are: 1) most teachers considered the training in HM obtained in their higher education as non-existent or reduced; 2) the overwhelming majority categorized as non-existent or reduced their continuous education in HM; 3) most teachers reported using HM as a didactic resource in Mathematics class (many of them in a regular basis); 4) teachers resorted more frequently to textbooks and favoured the use of HM in the introduction to new mathematical subject; 5) regarding to the potential of using HM in teaching, teachers evaluated the didactic potential of HM very positively; the biggest constraints were related to the extension of the official curricula, the scarcity of support materials and the difficulty of evaluation.
- Matemática no percurso formativo de futuros professores dos anos iniciais aPublication . martins, ana patrícia; Gomes, Helena Margarida dos Santos Vasconcelos; Menezes, Luís; Costa, C.; Pinto, H.; Ribeiro, António; Clain, T.Considering the importance of History of Mathematics (HM) in the Mathematics teaching and the need for its approach in the initial training of teachers, this study aims to: characterize the use of HM in the educational trajectory of future teachers (FT) in basic and secondary levels; describe their training in HM in the Basic Education (BE) degree; and identify these FT's conceptions about the importance of using HM in Mathematics teaching. In this study, 63 female FTs participated in this study, graduated in BE in Portuguese institutions and starting a professional master's degree. Data collection resulted from the application of a questionnaire, with two parts: Teaching/Training with/in HM; and Conceptions about the contributions of HM to Mathematics teaching. The results reveal that 68% of the FT consider non-existent, or limited to episodic moments, the use of HM in their Mathematics classes during their primary and secondary education; FT also consider that training in HM during the BE course was frequent (52%) or solid (17%). The use of HM is evaluated positively because facilitates the understanding of the contents, illustrate the usefulness, importance and connections of Mathematics, and allows different approaches and developing transversal skills.
- Teachers’ conceptions and practices on the history of mathematics in teaching at 5th and 6th grades in PortugalPublication . martins, ana patrícia; Gomes, Helena Margarida dos Santos Vasconcelos; Pinto, H.; Ribeiro, António; Clain, T.; Costa, C.; Menezes, LuísThis paper presents some results of the project (H)ISTO é MATEMÁTICA — História da Matemática no Ensino da Matemática (History of Mathematics in teaching), a research project that has as one of its main goals: to describe the initial and continuous training of Portuguese teachers in History of Mathematics (HM), as well as their conceptions and practices on the use of HM in teaching. In particular, we present the results of applying an online questionnaire to a group of 259 Mathematics teachers from the 2nd Cycle of Basic Education in Portugal (5th and 6th grades). With this survey our purpose is precisely to characterize teachers’: (i) training in HM; and (ii) conceptions and practices about the utilization of HM in the classroom. Notice that this study intends to respond, among others, the lack of studies on this subject, particularly at the level of the first years. We use quantitative data analysis methods, namely descriptive statistics. The main conclusions of this study are: 1) most teachers considered the training in HM obtained in their higher education as non-existent or reduced; 2) the overwhelming majority categorized as non-existent or reduced their continuous education in HM; 3) most teachers reported using HM as a didactic resource in Mathematics class (many of them in a regular basis); 4) teachers resorted more frequently to textbooks and favoured the use of HM in the introduction to new mathematical subject; 5) regarding to the potential of using HM in teaching, teachers evaluated the didactic potential of HM very positively; the biggest constraints were related to the extension of the official curricula, the scarcity of support materials and the difficulty of evaluation.