Approach of the fraction content from the National Didactic Book Program
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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Approach of the fraction content from the National Didactic Book ProgramAbordagem do conteúdo de frações a partir do Programa Nacional do Livro DidáticoLivros DidáticosEducaçãoFraçõesDidactic BooksEducationFractions 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. A educação passa atualmente por um momento crucial, pois o nosso ensino é criticado, sobretudo pelo baixo desempenho dos alunos e pelas políticas públicas que o envolvem. Na educação matemática encontramos resultados insatisfatórios com relação à sua aprendizagem nos diversos níveis de ensino, ou seja, desde a pré-escola até a universidade. O objetivo da pesquisa é analisar de que forma o conceito de frações é abordado nas coleções de livros didáticos de matemática indicados no PNLD, verificando sua eficácia para o ensino bem como as possibilidades de mudança na Educação Básica. A metodologia utilizada foi a partir da teoria de Bardin (2011) que prevê análise de conteúdo em três fases fundamentais. “A fase de pré-análise; exploração do material; e tratamento dos resultados, a inferência e a interpretação”. Os livros didáticos devem levar em conta as atividades lúdicas que são apresentadas em alguns livros, pois elas ajudam na construção do conhecimento dos alunos. Para os livros que não apresentarem essas atividaes cabe ao professor tentar buscar essa diferenciação para os alunos. Por isso, é fundamental uma evolução na metodologia utilizadas no ensino, para tanto, se torna importante a escolha do Livro Didático (LD) por ser um dos mais importantes componentes do cotidiano escolar em todos os níveis de ensino.Editora Cruzeiro do Sul2019-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/199310.26843/rencima.v10i6.1993Revista de Ensino de Ciências e Matemática; v. 10 n. 6 (2019): out./dez.; 21-382179-426X10.26843/rencima.v10i6reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993/1212https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993/1335https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessCorrêa, Marcia LimaMeggiolaro, Graciela PazReis, Ana Queli Mafalda2023-04-21T02:24:19Zoai:ojs.pkp.sfu.ca:article/1993Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:24:19Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Approach of the fraction content from the National Didactic Book Program Abordagem do conteúdo de frações a partir do Programa Nacional do Livro Didático |
title |
Approach of the fraction content from the National Didactic Book Program |
spellingShingle |
Approach of the fraction content from the National Didactic Book Program Corrêa, Marcia Lima Livros Didáticos Educação Frações Didactic Books Education Fractions |
title_short |
Approach of the fraction content from the National Didactic Book Program |
title_full |
Approach of the fraction content from the National Didactic Book Program |
title_fullStr |
Approach of the fraction content from the National Didactic Book Program |
title_full_unstemmed |
Approach of the fraction content from the National Didactic Book Program |
title_sort |
Approach of the fraction content from the National Didactic Book Program |
author |
Corrêa, Marcia Lima |
author_facet |
Corrêa, Marcia Lima Meggiolaro, Graciela Paz Reis, Ana Queli Mafalda |
author_role |
author |
author2 |
Meggiolaro, Graciela Paz Reis, Ana Queli Mafalda |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Corrêa, Marcia Lima Meggiolaro, Graciela Paz Reis, Ana Queli Mafalda |
dc.subject.por.fl_str_mv |
Livros Didáticos Educação Frações Didactic Books Education Fractions |
topic |
Livros Didáticos Educação Frações Didactic Books Education Fractions |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-10 |
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993 10.26843/rencima.v10i6.1993 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993 |
identifier_str_mv |
10.26843/rencima.v10i6.1993 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993/1212 https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1993/1335 |
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 application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 10 n. 6 (2019): out./dez.; 21-38 2179-426X 10.26843/rencima.v10i6 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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