| dc.description.abstract | This article seeks to approach the teaching and production of mathematics history presently, with focus on the students’ prism, taking into consideration that math is not a knowledge that is over and finished, but rather a science that can innovate and open space for students to produce questions and relational knowledge. For such a result, a short literature review was created to understand in what way math history was being approached and used currently. With a classroom experiment, an activity of records and discoveries was done that concerned unsolved math problems, especially, here, Goldbach’s Conjecture. After the proposed activities, analyzing the obtained results with the students, it was found that, in general, the class came up with meanings and changes in their thinking and attitude about math. | en |
