Research Movements that characterize the articulation between the History of Mathematics and Digital Technologies in Mathematics Education

Abstract

In this article, we present a theoretical essay on research in Mathematics Education that articulates the History of Mathematics (HM) and Digital Technologies (DT) focused on teaching Mathematics, considering some reflective movements in favor of this articulation. On the one hand, the works of Miguel and Miorim (2019), Mendes, Fossa, and Valdéz (2006), Saito (2016), and Roque (2012) advocate for the use of HM as pedagogical potential for improvement of teaching and learning Mathematics. On the other hand, Borba and Penteado (2019), and Borba, Scucuglia, and Gadanidis (2014) contribute to the theoretical framework of DT. We present the foundations that support the HM and DT and some of the practices and products developed in this perspective, as well as possibilities/indications for the elaboration of pedagogical proposals and new research added to the Aesthetics perspective (Cifuentes, 2005; Scucuglia; Idem, 2021).

Keywords
History of Mathematics; Digital Technologies; Mathematics Education; Aesthetics