This article addresses the reading and writing of autobiograpical narratives in a course on History of Mathematics Education from the distance learning program on Mathematics Teacher Education of Universidade Federal de Minas Gerais (UFMG). The text focus on the relevance of historical dimensions of mathematics teaching in teachers education, presents the context in focus and examines theoretical and methodological issues concerning autobiographical writing in research and teaching in History of Mathematics Education. Aspects related to teaching and learning multiplication tables in autobiographical narratives written by students of that course in 2011 are especially discussed.
History of Mathematics Education; Distance Learning Mathematics Teacher Education; Autobiographical Writing; Narratives on Teaching-Learning Multiplication Tables
