Uma pesquisa documental sobre o raciocínio proporcional em livros didáticos nacionais de Matemática do PNLD 2020

Abstract

The National Common Curricular Base - BNCC (BRASIL, 2018) is a guiding document that defines a set of essential learning that students must develop during Basic Education, guaranteeing the same opportunity to all Brazilian students. For the final years of Elementary School, the BNCC (BRASIL, 2018) establishes the importance of students knowing how to deal with sets of rational numbers, a subject that permeates other mathematical knowledge and other disciplines, such as ratio and proportion. Rational number concepts are among the most complex and important mathematical ideas that children encounter during their schooling years (BEHR; LESH; POST; SILVER, 1983). For Kieren (1975), understanding the ideas of rational numbers requires adequate experience with their varied interpretations. The textbook is one of the resources that the teacher has at his disposal to use in the teaching-learning process. This is a thesis in Mathematics Education that investigated proportional reasoning in textbooks. Its methodology is qualitative and documentary research based on Lüdke and André (2013). The methodological process went through the content analysis of the same authors. A qualitative document analysis method developed by Australian researchers (SHIELD; DOLE, 2013) was used to analyze three collections of Mathematics textbooks for the final years of Elementary School. This methodology allowed answering the guiding questions of the research "How is proportional reasoning addressed in Mathematics textbooks adopted by public schools and approved in the PNLD 2020 (BRASIL, 2019) intended for the final years of elementary school? Which of the five keys and objectives of learning by Australian researchers Shield and Dole (2013) found in these textbooks?" The results indicate that the three collections of textbooks analyzed meet and comply with the assumptions of the BNCC (BRASIL, 2018), however, they are superficial in their approaches and do not promote an understanding of proportional reasoning. Also, the Australian researchers' ideas about the representation of proportional reasoning were not found in these books.