O texto e o contexto do ensino de fração nos livros didáticos de Matemática

Abstract

The textbook has been constituting itself, through school education, as an important methodological resource used by teachers and students in the public-school network. Among the Mathematics contents ministered in Elementary School it is possible to affirm that the teaching of Rational Numbers, overall, in fraction form, is still found needing reflections on the approach form by the textbooks’ authors, whether in relation to the contextualization or its representations. Thus, the current research has, as a general objective: to analyze the methodological approaches about the concept of Fraction in Textbooks adopted in schools from the Public-School Network in the city of Campina Grande – PB, based on the Mathematic Didactics, more precisely on the notion of Didactic Transposition and the Theory of Semiotic Representation Records. We have defined as analysis categories: the Contextualization, the Treatment, and the Conversion. For that, we have selected two collections, referring to the 6th grade. In relation to its nature, the research is qualitative and, as for the material analysis procedures, it is bibliographic. As a result, we have verified that the referred categories, in a certain way, are contemplated. Still, it is necessary giving a bigger attention to these elements, in view of the investigated books’ didactics leaving some gaps on this perspective that may interfere on the comprehension of the content, without belittling its relevance towards the teaching, in the context of which this resource must not be the only one used by the teacher in the elaboration of their classes.