MATEMÁTICA MESOPOTÂMICA COMO POTENCIAL PEDAGÓGICO ALIADA À TEORIA DA OBJETIVAÇÃO
Theory of Objectification; Mesopotamian mathematics; history of mathematics.
This research investigates the pedagogical potential of Mesopotamian mathematics, integrated with the Theory of Objectification (TO), for the training of mathematics teachers, aiming to overcome individualistic and Eurocentric approaches in teaching. Thus, the general objective is to understand the thinking of others through the activity that has immersed mathematics undergraduates in the HS 217a and MS 3874 tablets in light of the Theory of Objectification, to perceive the objective and subjective dimensions constructed in the implemented training. This study is characterized as documentary and bibliographic research and will carry out a multimodal analysis of the Mesopotamian mathematical tablets inserted in collaborative work. It includes the application of a pilot Teaching and Learning Activity (TLA) with 19 undergraduates, organized into three meetings that articulated theory, artifact analysis, and contextualized tasks. The use of Mesopotamian historical sources, combined with TO, may prove promising for developing meaningful and critical learning, emphasizing collaborative work and the sociocultural dimension. It is expected that the second application of AEA will contribute to the training of more reflective teachers who are aware of cultural diversity in mathematics, although the results depend on the implementation and subsequent analysis with the necessary adjustments to the teaching and learning activity.