Gêneros textuais no ensino de matemática nos anos iniciais do ensino fundamental

Abstract

The present course conclusion work is part of the context of Mathematics Education because it is the mathematical literacy of elementary school students in the early years, through textual genres. To this end, this work aims to analyze the contribution of textual genres in the teaching/learning of mathematics of students of the 4th and 5th year of elementary school – initial years, with regard to reading skills. We used as theoretical contribution the contributions of the authors Marocci and Nacarato (2013), Luvison (2013), Nacarato (2015), Farias, Azerêdo and Rêgo (2015), Fonseca (2004, 2015), and the curricular documents prepared by the Ministry of Education - MEC, the National Curriculum Parameters - PCNs (1997) and the Common National Curriculum Base - BNCC (2018). This work is a qualitative/descriptive study of exploratory character through field research carried out in a Municipal Elementary School, located in the city of Santa Rita. Data collection took place through an activity on the textual genre menu, composed of questions to locate explicit and implicit information, as well as solve problems. The results showed that although the reading difficulties presented by the students, they were able to locate both explicit information in the text and implicit information, and the questions focused on problem solving were those that caused more misunderstandings, because they do not articulate the text of the problem to the operations, besides the difficulty of working with decimal numbers, present in the prices of a menu.