A elaboração de problemas matemáticos no ensino fundamental: análise de livros didáticos

Abstract

This work had as main goal to analyze the proposal involving elaboration of problems activities in the 6th and 9th year textbooks of a Mathematics collection aimed at these years of schooling. The research had as theoretical framework, works that deal with this theme, being constituted by a predominantly qualitative study of the bibliographic type. As a justification for carrying out the research, we highlight the importance given to the development of mathematical problems as an essential element in the training process of students throughout their schooling. In our analysis, we take into account the Skills relevant to the topic, present in the Common National Curriculum Base (BNCC), complementing with a comparative approach with a work involving the analysis of activities of the same nature in Mathematics textbooks adopted in China and the United States of America. The results of our study showed that, in general, the proposal of the books meets the Skills pointed out in the BNCC for the 6th and 9th Years, related to the elaboration of problems, the author being limited to exploring the thematic units explained in the highlighted Skills. The data highlight, however, the small percentage of activities for the elaboration of problems proposed in the two volumes, considering the total number of activities present in them. Due to the importance of this integral part of problem solving for the education of our students, we believe it is necessary to expand the work with the elaboration of mathematical problems in the classroom, aiming to improve the education of our students as readers and producers of texts, in a critical and creative perspective.