Curriculum proposal of Mathematics: an analysis of institutional relations expected for concepts of area and perimeter

• Autor(a) principal: Santos, Cíntia Aparecida Bento dos
• Data de Publicação: 2010
• Outros Autores: Curi, Edda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/5
• topic: Proposta Curricular de Matemática; Relações institucionais; Áreas e perímetros; Proposed Curriculum for Mathematics; Institutional relations; Areas and perimeters

This article aims to analyze the Curriculum Proposal for Teaching Mathematics, published in 1986 and in force in the State of Sao Paulo until the year 2008, regarding the concepts of area and perimeter. There was a longitudinal study from the 3rd grade of elementary school on up to 8th grade, seeking evidence that might support mathematics teachers in their practice. Based on the considerations made, there is a concern of the official document with changes related to the focus given to learning, which noted the need for significant learning and less automated. The document sets out some ways to support teachers' work, helping the teacher at the time of their choices with respect to the notions of area and perimeter. There is also evidence that the proposed tasks even implicitly a possible combination of content, thus requiring the use of prior knowledge of learners. Although this document does not refer explicitly to the significant learning is possible to discern an indication for such learning and also for the concern about the levels at which they are students.