The notable quadrilaterals in the 8th year of the Elementary School: a study under the optics of Anthropological Theory of the Didactic

• Autor(a) principal: Costa, André Pereira da
• Data de Publicação: 2018
• Outros Autores: Santos, Marilene Rosa dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/95
• topic: Notable Quadrilaterals; Didactic Book; Anthropological Theory of Didactic; Cuadriláteros Notarios; Libro Didáctico; Teoría Antropológica del Didáctico; Quadriláteros Notáveis; Livro Didático; Teoria Antropológica do Didático.

This study aimed to investigate the approach of the concept of notable quadrilaterals present in a didactic book of the 8th year of elementary school, especially the types of tasks explored. Thus, we use as theoretical basis the Anthropological Theory of the Didactic – ATD, developed by Chevallard (1999), and the definition of quadrilaterals proposed by Lima and Carvalho (2010). With a qualitative approach, this research presents a documentary analysis, in which a textbook of Mathematics of the 8th year of elementary school was chosen, approved by the National Program of Didactic Book - PNLD 2017, specifically, the book dedicated to the teacher. Then, we perform the identification of the types of tasks present in the chapter of the book directed to the mentioned geometric object. The constructed data indicate that the most frequent type of task in the analyzed book is Determine the measure of a geometric magnitude associated with a notable quadrilateral, with a frequency of approximately 38.53% of the general tasks investigated. The study shows the tendency to approach the notable quadrilaterals by means of tasks that explore the production of these geometric figures, making use, for example, of their attributes and their properties. Therefore, we emphasize the need to approach the remarkable quadrilaterals by means of tasks that explore the production of these geometric figures, making use, for example, of their attributes and their properties. Such demand may stimulate the progress of geometric learning of elementary school students.