Um estudo das propostas introdutórias sobre funções exponenciais nos livros didáticos de matemática do ensino médio

Abstract

The main objective of this work was to analyze the introductory proposals on the exponential function of textbooks for the 1st year of high school. The methodology used was classified as descriptive in terms of objectives, qualitative in terms of approach and bibliographic in terms of technical procedures for data collection. The research was developed in stages. Initially, we carried out a survey to choose recent high school textbooks. Next, we identified the proposals in the textbooks and finally, we carried out an analysis characterizing them in relation to the following aspects: mathematical representations (algebraic, tabular, graphical), the contexts of the problems (historical contexts; everyday life/social practices; contexts from other areas of knowledge; contexts from other mathematical fields; contexts of the exponential function) as well as the skills listed by the National Common Curricular Base referring to this mathematical object. As a result of the survey, we considered nine introductory proposals present in five 1st year textbooks from different collections that belong to the High School PNLD and were recently published. The analysis carried out on nine introductory proposals enabled us to verify that the algebraic representation is present in all proposals, two of which are integrated with tabular and graphical, and one with just graphical. Regarding the contexts, we verified two present contexts, namely the contexts of everyday life/social practices (5 proposals) and the context of other areas of knowledge (4 proposals). The EM13MAT304 skill was identified in all proposals. This is explained by the fact that the other skills are worked on throughout the exponential function chapter. In this way, it is possible to notice in recent textbooks that the introductory activities of the exponential function seek to bring contexts that bring the object of knowledge closer to the student's reality, as well as enabling teachers to carry out activities in an interdisciplinary way, thus favoring learning. However, other contexts could be explored in these proposals, as well as the use of technologies, diversifying the association with the expected BNCC skills.