História da Matemática e a formação inicial de professores: um estudo acerca dos conhecimentos de professores de Matemática

This study aimed to identify and analyze the knowledge of mathematics teachers mobilized by undergraduate mathematics students in the study of three historical episodes. To this end, a study group consisting of nine prospective mathematics teachers was created. Five meetings were held with this group, which were recorded and transcribed. The goal was to identify evidence of the mobilization of mathematics teacher knowledge in the discussion held in this group. The analyses were conducted considering three domains of knowledge, namely: Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Curricular Knowledge. The results indicate that the study of episodes of the history of Mathematics can contribute to the mobilization of mathematics teacher knowledge, in light of the evidence of mobilization of knowledge related to CK and PCK found throughout the discussions held in this study group.