Teaching Multiplication in Early Elementary Education in Light of the History of Mathematics

Abstract

Teaching Mathematics in the early years of Elementary School requires the construction of meaning so that students can understand the calculations performed. In this process, the History of Mathematics can be used as a methodological resource to highlight the social and cultural construction of knowledge over time. This study analyzes the implementation of a workshop on multiplication with fifth-grade students from a public school in the Brazilian Midwest. The activity focused on presenting different multiplication methods, including those used by Egyptian, Chinese, and Russian peoples, as well as accessibility resources such as the soroban. The workshop was structured according to the Three Pedagogical Moments (Initial Problematization, Knowledge Organization, and Knowledge Application). The results showed that students developed a broader understanding of multiplication, recognized that mathematical knowledge is not linear, and identified that different cultures created their own strategies for problem solving. Moreover, the use of the History of Mathematics fostered motivation, participation, and critical reflection on traditional teaching practices. The diversity of methods presented also allowed for the accommodation of different learning styles and the inclusion of students targeted by special education. It is concluded that incorporating the History of Mathematics into the teaching of multiplication contributes to students’ conceptual development, expands their repertoire of problem-solving strategies, and promotes a more inclusive and meaningful learning experience.