Approach of the fraction content from the National Didactic Book Program

• Autor(a) principal: Corrêa, Marcia Lima
• Data de Publicação: 2019
• Outros Autores: Meggiolaro, Graciela Paz, Reis, Ana Queli Mafalda
• 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/1993
• topic: Livros Didáticos; Educação; Frações; Didactic Books; Education; Fractions

Education is currently at a crucial moment, because our teaching is criticized, mainly for the low performance of students and the public policies that involve it. In mathematics education we find unsatisfactory results in relation to their learning at different levels of education, that is, from pre-school to university. The objective of the research is to analyze how the concept of fractions is approached in the collections of mathematics textbooks indicated in the PNLD, verifying their effectiveness for teaching as well as the possibilities of change in Basic Education. The methodology used was based on the theory of Bardin(2011) that provides content analysis in three fundamental phases. "The pre-analysis phase; exploitation of the material; and treatment of results, inference and interpretation. " The textbooks should take into account the play activities that are presented in some books, as they help in the construction of the students' knowledge. For the books that do not present these activities it is up to the teacher to try to find this differentiation for the students. Therefore, it is fundamental an evolution in the methodology used in teaching, therefore, it becomes important to choose the Didactic Book (LD) because it is one of the most important components of everyday school at all levels of education.