NUMBERING SYSTEMS IN THE LIGHT OF A HISTORICAL-EPISTEMOLOGICAL APPROACH

Consider the inclusion of a historical approach to treating contents in the teaching process, has been defended in recent decades by researchers from different areas since it allows the development of critical and reflexive views by teachers and students. This improves the meaning of systematized knowledge shared with subsequent generations. Thus, the present article aims to investigate the role of the historical-epistemological approach as a methodological foundation for the elaboration of synthesis on the development of numbering systems. For this, qualitative research was carried out, through reviews in books, theses, dissertations, and scientific articles that address the same subject matter. There are pieces of evidence about referrals by many civilizations highlighting the need to undertake quantification, in order to establish a numbering system more efficient than existing systems at the time. The historical-epistemological approach offered methodological conditions for an increase in knowledge regarding the object of study, favouring a deepening of the research carried out.