The History of Mathematics in a Creatively Insubordinate Context in Two Ninth-grade Middle School Classes

Abstract

This is a teacher's report describing the use of History of Mathematics as both a methodological resource and a knowledge object over fourteen lessons with two ninth-grade middle school classes. Following the students’ suggestion, the development and adaptation of the didactic sequence were carried out collaboratively the Mathematics teacher, History teachers, and members of a research group on Creative Insubordinations in Mathematics Education. The sequence included activities that incorporated a variety of pedagogical and visual resources—such as videos, texts, lectures, debates, and workshops—which explored counternarratives that challenged the classical Eurocentric historical perspective and highlighted contributions from underrepresented groups. The History of Mathematics played a key role in contextualizing ninth-grade learning objectives and in fostering personal and identity-based connections between the students, historical figures, and mathematical content, with positive repercussions beyond the classroom.