Funções Lineares em livros didáticos de Matemática para o Ensino Médio: uma análise das propostas de ensino.

Abstract

This study aimed to analyze the proposal for teaching linear functions in mathematics collections for the medium level, and observe how these collections introduces and works with this content. As evaluation reference, we used the recommendations of the PCNEM and OCNEM, as well as didactic methodological considerations about the research made in the Mathematics Education area, concerning the concept construction of function by the student, in special, the theory of Rêgo (2000). We adopted a qualitative methodology of the study, due to the objective nature of our work, based on a literature search, based in the content analysis. The schoolbook was the focus of our investigation happened because it is very important for the practice of the teacher, principally for teachers of Basic Education. It was verified if the contextualizations, application and interdisciplinary of the use of linear function have been included in the research collections. As our analysis result, we conclude that a book has adopted a traditional methodology, based in the language of Set Theory; two colletions was adopted a less traditional methodology, based in exemplifications of a daily, but that is no present in the student life. None of them could to comply the didactic advices by PCNEM and OCNEM, nor the didactic and methodological considerations on the construction of the concept of function, contained in the Rego (2000) thesis.