Tesis
Os conteúdos de divisibilidade nos livros didáticos de matemática do 6º ano e documentos curriculares do ensino fundamental anos finais
Fecha
2018-12-12Registro en:
SOUZA, Gladys Maria Bezerra de. Os conteúdos de divisibilidade nos livros didáticos de matemática do 6º ano e documentos curriculares do ensino fundamental anos finais. 2018. 462 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2018.
Autor
Sá, Pedro Franco de
http://lattes.cnpq.br/4323922632919962
Sá, Pedro Franco de
145.512.842-20
http://lattes.cnpq.br/4323922632919962
Darsie, Marta Maria Pontin
395.272.639-72
http://lattes.cnpq.br/8469435827236724
145.512.842-20
Nunes, José Messildo Viana
443.130.042-0
http://lattes.cnpq.br/5188612973174798
Santos, Maria de Lourdes Silva
128.166.982-20
http://lattes.cnpq.br/1003216752869923
Bigode, Antonio José Lopes
630.674.718-49
.
Institución
Resumen
Divisibility contents (multiples, divisors, divisibility criteria, prime numbers, prime factor
decomposition, maximum common divisor, and least common multiple) in sixth grade
math textbooks and documents elementary school math curricula final years. In terms
of theoretical contributions, it is emphasized the grounding in authors such as
Chevallard, Chervel, Fiorentini, Miorim and Valente, to discuss the scientific knowledge
and the teaching knowledge of mathematical knowledge; and, in Resende (2007),
Barbosa (2008), Fonseca (2015), to deal with the theory of numbers in mathematics
teaching. In a qualitative approach of the research, 27 sixth grade math textbooks, six
elementary school math curriculum documents of the final years and three teaching
plans of state schools of Boa Vista (RR) were analyzed. Methodologically, this study
is assumed as a documentary research, being developed in two stages: in the first
stage, we analyze the presence of the divisibility contents in the National Common
Curricular Base (NCCB) and in the curricular documents of six Brazilian states (Minas
Gerais, Paraná , Pernambuco, Rio de Janeiro, Roraima and São Paulo); In the second
stage, we analyzed the presence of divisibility contents in the summaries and within
the chapters of 27 math textbooks of the sixth grade. For the analysis of textbooks and
curriculum documents, we prepared a script with the divisibility contents, classified as
main and secondary. We also elaborate the categories and indicators to compute the
presence and absence of the divisibility contents within the 6th grade math book
chapters. As a result of the analysis of the six curricular documents researched, we
found that, in most of these documents, there was a significant reduction in the
divisibility contents as an indication for the study in the sixth year. The result of the
research showed a moderately expressive absence of divisibility contents in most of
the 27 mathematics textbooks analyzed and, mainly, in the last two PNLDs (2014 and
2017). Only in the math textbooks of the first period (1926 to 1979) did we find the
presence of most divisibility contents. The result of the analysis of the National
Common Curricular Base (NCCB) Mathematics references pointed out that there is no
indication of all the main divisibility contents for the sixth year, which constituted a
significant reduction. Considering the BNCC (2017) as the reference adopted for the
reformulation of curricular documents of all Brazilian states, it is likely that in the future
there will be a significant reduction in the divisibility contents in mathematics textbooks
and, consequently, their application in the classroom, since teachers are based on
official documents and textbooks to make their annual, semester, and daily plans.
However, the choice and application of class divisibility content will depend on each
math teacher, which is a topic to be addressed in future research.