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The present paper is the result of a research project, in progress, about primary sources, developed by the Center for research and studies in mathematics education at the Universidade Federal de Uberlândia (UFU/NUPEm). Qualitative in nature, aims to present the magazine Lilavati (1957) directed by Malba Tahan in Rio de Janeiro and some aspects that can be evidenced on the reasons to teach the history of mathematics, present in the magazine. This proposal initially sought elements through a survey of scientific papers that seek to establish relationships between history and mathematics education. Another step was the rapprochement with the elements that triggered the establishment and Constitution of Lilavati through your structure, of its employees and of themes of history of mathematics presented by Malba Tahan and other authors in the magazine. From the survey of these themes, sought some reasons to teach the history of mathematics, having as referential Struik (1985). It was noted that most of the topics presented in the magazine Lilavati have a focus of curiosities, showing their particularities and involving more than one reason. It is believed that from research with primary sources, specifically magazines intended for students and teachers can contribute to the idea of thinking about the history of mathematics as a teaching resource – and can assist in the understanding of mathematical ideas and in other dimensions involving the context of mathematics education brazilian.

Neste artigo apresentamos resultados da analise de tres resolucoes diferenciadas de uma tarefa matematica tendo como abordagem o modelo teorico do Perfil Conceitual de Equacao. Esses resultados provem de um estudo feito no âmbito de um projeto de pesquisa de carater longitudinal, que teve como objetivo norteador investigar de que forma atividades matematicas que contemplem zonas de Perfil Conceitual de Equacao podem contribuir para a ampliacao dos conhecimentos algebricos de professores e futuros professores. Elegemos esse modelo teorico, por se estruturar na premissa de que, ao respeitarmos e valorizarmos as multiplicidades de modos de pensar, enriquecemos as abordagens de ensino em matematica. Nessa linha investigativa optamos, neste artigo, por estudar as ideias que surgiram a partir das resolucoes de estudantes do 3o ano do Ensino Medio, quando foram convidados a resolver uma tarefa matematica. Nossa investigacao, se pauta em caracteristicas qualitativas de cunho interpretativo a partir dos dados produzidos e analisados. Os resultados decorrentes desse estudo nos informam que, os estudantes transitaram por conhecimentos geometricos diversificados, nos mostrando a apropriacao de seus significados ao mobiliza-los de forma criativa em suas resolucoes, como tambem refletiram sobre suas resolucoes de forma ponderada, ao observar as solucoes obtidas e esperadas Palavras-chave: Ensino de equacao; Perfil Conceitual de Equacao; Estrategias de resolucao; Conhecimentos algebricos. AN ANALYSIS OF THE DIFFERENT RESOLUTION STRATEGIES OF A MATHEMATICAL TASK BASED ON THE CONCEPTUAL PROFILE OF EQUATION Abstract In this paper we present results of the analysis of three different resolutions of a mathematical task taking as an approach the theoretical model of the Conceptual Profile of Equation. These results come from a study carried out within a research project of longitudinal character, whose main objective was to investigate how mathematical activities that contemplate zones of Conceptual Profile of Equation can contribute to the expansion of the algebraic knowledge of teachers and future teachers. We chose this theoretical model, because it is structured on the premise that, by respecting and valuing the thinking modes multiplicities, we enrich the mathematics teaching approaches. In this research line, in this article, we choose to study the ideas that emerged from the resolutions of the third year students at High School, when they were invited to solve a mathematical task. Our research is based on qualitative characteristics of an interpretative nature based on the produced and analyzed data. The study results inform us that the students transited through diverse geometric knowledge, showing us the appropriation of their meanings by mobilizing them in a creative way in their resolutions, as well as reflecting on their resolutions in a weighted way, observing the obtained and expected solutions. Key words: Teaching of Equation; Conceptual Profile of Equation; Resolution Strategies; Algebraic Knowledge. UN ANALISIS DE LAS DIFERENTES ESTRATEGIAS DE RESOLUCION DE UNA TAREA MATEMATICA BASEADO EN EL PERFIL CONCEPTUAL DE ECUACION Resumen En este articulo presentamos los resultados del analisis de tres resoluciones diferenciadas de una tarea matematica teniendo como enfoque el modelo teorico del Perfil Conceptual de Ecuacion. Estos resultados provienen de un estudio echo en el alcance de un proyecto de investigacion de caracter longitudinal, que tuvo como objetivo rector investigar de que forma actividades matematicas que contemplan zonas de Perfil Conceptual de Ecuacion pueden contribuir a la ampliacion de los conocimientos algebraicos de maestros y futuros maestros. Elegimos este modelo teorico mediante la estructuracion de la premisa de que, cuando respetamos y valoramos las multiplicidades formas de pensar, enriquecemos los enfoques de la ensenanza en matematicas. En esa linea de investigacion optamos, en este articulo, por estudiar las ideas que surgieron desde las resoluciones de los estudiantes del 4o ESO, cuando fueron invitados a resolver una tarea matematica. Nuestra investigacion, esta guiada en caracteristicas cualitativas de naturaleza interpretativa mediante los datos producidos y analizados. Los resultados derivados de este estudio nos informan que, los estudiantes traspasaron por conocimientos geometricos diversificados, mostrandonos la apropiacion de sus significados al movilizarlos creativamente en sus resoluciones, sino que tambien reflexionaran sobre sus reflexiones de manera ponderada, mediante la observacion de las soluciones obtenidas y esperadas. Palabras clave: Ensenanza de la ecuacion; Perfil Conceptual de Ecuacion, Estrategias de resoluciones y conocimientos algebraicos.