Imagens fotográficas modificadas digitalmente nos livros didáticos de matemática

Abstract

The use of images as a teaching resource has become a field of interest for teachers and researchers. Nowadays, textbooks often contain images, including photographs, considering this instrument's importance in contemporary society, and use them with diverse purposes that need to be analyzed in terms of the function they perform. More recently, the use of digital technology in editing images for teaching Mathematics has emerged as a possibility in classroom work. The present research addresses the articulation of these two themes and has the general objective: to investigate the use of photographic images that have been altered through digital technology contained in Mathematics textbooks, in the context of the dialogue between Visual Culture and Mathematical Visualization. Based on Flores (2010) and other researchers, we justified ourselves and carried out qualitative, exploratory, and bibliographical research. As a result, we highlighted the relevance of photographic images with digital markings, mediating the construction of mathematical concepts, especially in teaching geometry, although other images have only the illustrative function and others would better be removed. We suggested other research ideas, teacher training possibilities, and classroom practices that could be carried out based on the findings of this work.