Mathematics textbook: perspectives from High School teachers reports
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação Matemática em Revista |
Texto Completo: | https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3191 |
Resumo: | In this article, we aimed to understand in which way mathematics high school teachers use textbooks in their teaching practice, as well as their perspectives on this resource. We sought to comprehend the teacher’s relationship with it, highlighting positive aspects and listing difficulties faced during the use of courseware. We also researched if the teachers made adaptations or used the materials exactly as they were proposed by the authors and publishers. To this end, four High School mathematics teachers who used textbooks approved by the National Textbook Program (Programa Nacional do Livro e do Material Didático – PNLD) in 2020 were interviewed. The data obtained were categorized through Discursive Textual Analysis. Four categories were built: LDM as a support tool, dependence on LDM, evaluation of LDM and modifications made by teachers in LDM. It is believed that the results that indicate its use as an important support for the teaching-learning process, sometimes a certain dependence on the LDM and the need for more radical changes in the content of the LDM, can contribute to those who dedicate themselves to the writing of teaching materials and to researchers interested in the topic. |
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Mathematics textbook: perspectives from High School teachers reportsLivro didático de Matemática: perspectivas a partir de relatos de professores do Ensino MédioEducação Matemática.Ensino MLivros didáticosMathematical education. High School. Textbooks. In this article, we aimed to understand in which way mathematics high school teachers use textbooks in their teaching practice, as well as their perspectives on this resource. We sought to comprehend the teacher’s relationship with it, highlighting positive aspects and listing difficulties faced during the use of courseware. We also researched if the teachers made adaptations or used the materials exactly as they were proposed by the authors and publishers. To this end, four High School mathematics teachers who used textbooks approved by the National Textbook Program (Programa Nacional do Livro e do Material Didático – PNLD) in 2020 were interviewed. The data obtained were categorized through Discursive Textual Analysis. Four categories were built: LDM as a support tool, dependence on LDM, evaluation of LDM and modifications made by teachers in LDM. It is believed that the results that indicate its use as an important support for the teaching-learning process, sometimes a certain dependence on the LDM and the need for more radical changes in the content of the LDM, can contribute to those who dedicate themselves to the writing of teaching materials and to researchers interested in the topic.Neste artigo, buscamos entender de que maneira professores de Matemática do Ensino Médio usam os livros didáticos de Matemática em sua prática docente e quais são suas perspectivas em relação à utilização desse recurso. Buscou-se perceber sua relação com eles, destacando aspectos positivos e elencando dificuldades enfrentadas quando se trata do uso desse tipo de material. Levantamos, também, se os docentes fazem adaptações nesses materiais ou se os usam exatamente como são propostos pelos autores e pelas editoras. Para tanto, foram entrevistados quatro professores de Matemática do Ensino Médio que, em 2020, utilizaram livros aprovados no Programa Nacional do Livro e do Material Didático (PNLD). Os dados obtidos foram categorizados por meio da Análise Textual Discursiva. Quatro foram as categorias construídas: o LDM como ferramenta de apoio, dependência do LDM, avaliação do LDM e modificações feitas pelos professores no LDM. Acredita-se que os resultados encontrados que indicam seu uso como importante apoio para o processo de ensino-aprendizagem, por vezes certa dependência dos LDMs e necessidade de modificações mais radicais no conteúdo dos LDMs, possam contribuir para aqueles que se dedicam à escrita de materiais didáticos e aos pesquisadores interessados no tema.Sociedade Brasileira de Educação Matemática2023-03-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/319110.37001/emr.v28i78.3191Educação Matemática em Revista; v. 28 n. 78 (2023): jan./mar.; 60-712317-904X1517-3941reponame:Educação Matemática em Revistainstname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEM_MATporhttps://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3191/2297https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessAugusto Bannack Diniz, MatheusRolkouski, Emerson 2023-03-31T17:42:57Zoai:emr.www.sbem.com.br:article/3191Revistahttp://sbemrevista.kinghost.net/revista/index.php/emr/indexPUBhttp://sbemrevista.kinghost.net/revista/index.php/emr/oaiemr@sbem.com.br || webmaster@sbem.com.br || primeiro.secretario@sbem.com.br2317-904X1517-3941opendoar:2023-03-31T17:42:57Educação Matemática em Revista - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false |
dc.title.none.fl_str_mv |
Mathematics textbook: perspectives from High School teachers reports Livro didático de Matemática: perspectivas a partir de relatos de professores do Ensino Médio |
title |
Mathematics textbook: perspectives from High School teachers reports |
spellingShingle |
Mathematics textbook: perspectives from High School teachers reports Augusto Bannack Diniz, Matheus Educação Matemática. Ensino M Livros didáticos Mathematical education. High School. Textbooks. |
title_short |
Mathematics textbook: perspectives from High School teachers reports |
title_full |
Mathematics textbook: perspectives from High School teachers reports |
title_fullStr |
Mathematics textbook: perspectives from High School teachers reports |
title_full_unstemmed |
Mathematics textbook: perspectives from High School teachers reports |
title_sort |
Mathematics textbook: perspectives from High School teachers reports |
author |
Augusto Bannack Diniz, Matheus |
author_facet |
Augusto Bannack Diniz, Matheus Rolkouski, Emerson |
author_role |
author |
author2 |
Rolkouski, Emerson |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Augusto Bannack Diniz, Matheus Rolkouski, Emerson |
dc.subject.por.fl_str_mv |
Educação Matemática. Ensino M Livros didáticos Mathematical education. High School. Textbooks. |
topic |
Educação Matemática. Ensino M Livros didáticos Mathematical education. High School. Textbooks. |
description |
In this article, we aimed to understand in which way mathematics high school teachers use textbooks in their teaching practice, as well as their perspectives on this resource. We sought to comprehend the teacher’s relationship with it, highlighting positive aspects and listing difficulties faced during the use of courseware. We also researched if the teachers made adaptations or used the materials exactly as they were proposed by the authors and publishers. To this end, four High School mathematics teachers who used textbooks approved by the National Textbook Program (Programa Nacional do Livro e do Material Didático – PNLD) in 2020 were interviewed. The data obtained were categorized through Discursive Textual Analysis. Four categories were built: LDM as a support tool, dependence on LDM, evaluation of LDM and modifications made by teachers in LDM. It is believed that the results that indicate its use as an important support for the teaching-learning process, sometimes a certain dependence on the LDM and the need for more radical changes in the content of the LDM, can contribute to those who dedicate themselves to the writing of teaching materials and to researchers interested in the topic. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3191 10.37001/emr.v28i78.3191 |
url |
https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3191 |
identifier_str_mv |
10.37001/emr.v28i78.3191 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3191/2297 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática |
dc.source.none.fl_str_mv |
Educação Matemática em Revista; v. 28 n. 78 (2023): jan./mar.; 60-71 2317-904X 1517-3941 reponame:Educação Matemática em Revista instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) instacron:SBEM_MAT |
instname_str |
Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
instacron_str |
SBEM_MAT |
institution |
SBEM_MAT |
reponame_str |
Educação Matemática em Revista |
collection |
Educação Matemática em Revista |
repository.name.fl_str_mv |
Educação Matemática em Revista - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
repository.mail.fl_str_mv |
emr@sbem.com.br || webmaster@sbem.com.br || primeiro.secretario@sbem.com.br |
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1797050131515703296 |