A história da matemática como metodologia de ensino: a utilização da Yupana - o ábaco inca

Abstract

This article presents a review of the way in which the History of Mathematics has contributed over time to the development of peoples since antiquity, such as the Babylonians, Egyptians and Greeks. These peoples developed mechanisms that could facilitate their daily lives. The presence of the History of Mathematics as a facilitator of mathematical knowledge is still recent in the history of classrooms, as many teachers still have great difficulty in inserting this subject as a pedagogical tool to contextualize mathematical knowledge within the field of institutionalized knowledge. Academic knowledge grows with the contribution of this knowledge that spans the centuries. The research used in this work was a qualitative approach of bibliographic character, where materials such as books, articles, dissertations, as well as consultation of the National Curriculum Parameters – PCNs, among other reliable scientific sources, were used. As a result, it was possible to identify the Yupana, the Inca abacus, as an effective pedagogical tool, capable of making the teaching of mathematics more playful, contextualized and meaningful. It is concluded, therefore, that the integration of the History of Mathematics into teaching contributes to the valorization of primitive knowledge and the promotion of more reflective, interdisciplinary and engaging pedagogical practices.