Pensamento algébrico: uma análise de livros didáticos dos anos finais do ensino fundamental
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1327
Página(s)/e-location
1–21
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
Dada a publicação da Base Nacional Comum Curricular – BNCC para o Ensino Fundamental em dezembro de 2017, a finalidade do ensino de álgebra passou a ser o desenvolvimento do pensamento algébrico. Diante disso, este trabalho teve por objetivo investigar se problemas propostos sobre sequências recursivas, que configura um dos conteúdos que compõem a unidade de Álgebra, estão sendo explorados em livros didáticos dos anos finais do Ensino Fundamental de modo a contribuir com o desenvolvimento desse modo de pensar. Fundamentada nas características do pensamento algébrico de Almeida e Câmara (2017) e nos elementos essenciais de um problema segundo Malaspina (2017), entende-se este estudo como sendo de abordagem qualitativa e de cunho documental, em que se adotou a abordagem interpretativa de análise. A partir do estudo realizado verificou-se que há indícios de uma reorientação dos livros didáticos do Ensino Fundamental no sentido de uma educação algébrica que visa o desenvolvimento do pensamento algébrico, conforme orienta a BNCC.
With the publication of the National Common Curricular Base - BNCC for Elementary School in December 2017, the purpose of teaching algebra became the development of algebraic thinking. In view of this, this work aimed to investigate whether problems proposed about recursive sequences, which configure one of the contents that make up the Algebra unit, are being explored in textbooks of the final years of Elementary School in order to contribute to the development of algebraic thinking. Based on the characteristics of the algebraic thinking of Almeida and Câmara (2017) and on the essential elements of a problem according to Malaspina (2017), this study is understood to be of a qualitative approach and of documentary nature, in which the interpretative analysis approach was adopted. From the study carried out it was found that there is evidence of a reorientation of textbooks of Elementary School towards an algebraic education that aims at the development of algebraic thinking, as directed by the BNCC.
With the publication of the National Common Curricular Base - BNCC for Elementary School in December 2017, the purpose of teaching algebra became the development of algebraic thinking. In view of this, this work aimed to investigate whether problems proposed about recursive sequences, which configure one of the contents that make up the Algebra unit, are being explored in textbooks of the final years of Elementary School in order to contribute to the development of algebraic thinking. Based on the characteristics of the algebraic thinking of Almeida and Câmara (2017) and on the essential elements of a problem according to Malaspina (2017), this study is understood to be of a qualitative approach and of documentary nature, in which the interpretative analysis approach was adopted. From the study carried out it was found that there is evidence of a reorientation of textbooks of Elementary School towards an algebraic education that aims at the development of algebraic thinking, as directed by the BNCC.
Descrição
Palavras-chave
Educação algébrica, Base Nacional Comum Curricular, Materiais didáticos, Análise interpretativa, Algebraic education interpretative analysis, Common National Curriculum Base, Teaching materials, Interpretative analysis
Citação
RIGHI, Flávia Pereira; PORTA, Leonardo Dalla; SCREMIN, Greice. Pensamento algébrico: uma análise de livros didáticos dos anos finais do ensino fundamental. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–21. 2021. https://doi.org/10.5007/1981-1322.2021.e80794. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/80794/46552. Acesso em: 2023-09-18