Problematizing Math History

Abstract

Math History is introduced in some textbooks as a footnote, a history with little information and some curiosity. It’s intended, in this meeting, to discuss History from an investigative approach, considering that Math is a cultural product constructed by individuals affected by cultural contexts. Thus, we are interested in the final product but, mostly, in the process of knowledge construction. We propose that Math History should be taught as a learning strategy in activities that make students analyze, build and rebuild concepts.