The purpose of this study was to investigate teachers&rsquo / ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo / views about elementary students&rsquo / usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo / views about mathematics textbooks&rsquo / characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo / mathematics textbook usage and students&rsquo / mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.

O livro didático assume múltiplas funções e características. Constitui-se como uma referência de conteúdos para alunos e professores, guia orientador das atividades em sala de aula e como padrão de organização e sistematização do currículo. Porém, encontra-se sujeito às influências do contexto histórico e político em que se situa, estando impregnado dos valores e concepções desse contexto. Para compor a identidade do livro didático soma-se ainda a sua importância no mercado editorial. O livro didático é analisado, então, conforme as dimensões: suporte de conteúdos e métodos de ensino, veículo de valores, produto cultural e mercadoria. A partir desse cenário, será analisada a interação dessas várias dimensões na constituição do papel desempenhado pelo livro didático de Matemática para o Ensino Fundamental II, ao longo do período de 1971 a 2006, caracterizado pelo Ensino Fundamental com duração de oito anos. De modo a completar o estudo, foram analisados alguns livros didáticos de Matemática utilizados no período. / The textbook assumes multiple functions and features. It constitutes a reference content for students and teachers guide, guiding the activities in the classroom and as a standard of organization and systematization of the curriculum. However, is subject to the influences of historical and political context in which it is, being steeped in values and ideas that context. To make up the identity of the textbook, adds to their importance also in publishing. The textbook is analyzed, then, as the dimensions of support content and teaching methods, vehicle values, cultural products and merchandise. From this scenario, the possibility of interaction of various dimensions in the constitution the role of the textbook Mathematics for Elementary Education, over the period 1971 to 2006, characterized by the elementary school which lasts eight years. In order to complete the study, some mathematics textbooks used in the period has been analyzed.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-12T11:31:22Z No. of bitstreams: 1 Rogério dos Santos Lobo.pdf: 18965412 bytes, checksum: 14b5b24686e27326f72185c306819116 (MD5) / Made available in DSpace on 2017-12-12T11:31:22Z (GMT). No. of bitstreams: 1 Rogério dos Santos Lobo.pdf: 18965412 bytes, checksum: 14b5b24686e27326f72185c306819116 (MD5) Previous issue date: 2017-10-18 / Reflected on how a subject that uses the fundamental idea of Change is the source of various problems in regard to the initial concept of the Derivative. We elaborated the following research questions: What explanations of the concepts of Change and Rate of Change are given in Secondary School and Higher Education Textbooks? How are these explanations organised in Secondary School and Higher Education Textbooks? What meaning of Derivative can be constructed from Higher Education Textbooks? Moreover, in order to answer these questions, we seek the following general objective "to investigate the meanings of Change, Rate of Change and Derivative that can be constructed from the Secondary School and Higher Education Textbooks." The advancement of this objective is based on the achievement of the following specific objectives: To study the approaches given to the concepts of Change and Rate of Change in Secondary School Textbooks, more specifically in the Analytical Geometry - Study of the Tangent Line chapter; To Analyse the links between entries Semiotic Representation entries and the criteria for Epistemic Suitability for understanding the Rate of Change as applications of the Angular Coefficient, Calculation of Speeds, Average Economic Functions (Average Revenue, Average Profit, Average Cost), Direct Reasoning and the Rate of Relative Change (Percentage); To Analyse the links between Semiotic Representation entries and the criteria for Epistemic Suitability for understanding the Derivative and emphasising it as Rate of Change, alongside the applications of the Angular Coefficient, Calculation of Speeds, Marginal Economic Functions (Marginal Revenue, Marginal Profit and Marginal Cost), Direct Reasoning and Relative Change Rate (Percentage). For these analyses, we construct tables that use our theoretical-methodological references: Bardin's Content Analysis, Duval's Registers of Semiotic Representation Theory, the Holistic Meaning of the Derivative, and the criteria for Epistemic Impartiality. In the final considerations, we answer our research questions. The analyses of the Secondary School textbooks enabled us to draw a conclusion, among others, that the authors of these books explore the fundamental ideas of Change and Rate of Change mainly as an application of the Angular Coefficient and that meaning is constructed in alignment with only one of our various indicators. In the introduction to the Derivative, this concept is dealt with, among other approaches, as an application of the Angular Coefficient and the construction of meanings does not use any of our indicators / Refletimos, constantemente, como um assunto que utiliza a ideia fundamental de Variação é fonte de vários problemas no que diz respeito ao conceito inicial de Derivada. Elaboramos as seguintes questões de pesquisa: Quais significados dos conceitos de Variação e de Taxa de Variação são dados em Livros Didáticos do Ensino Médio e Ensino Superior? Como tais significados são organizados em Livros Didáticos do Ensino Médio e Ensino Superior? Qual significado de Derivada pode ser construído a partir de Livros Didáticos de Ensino Superior? E para respondermos a essas indagações, traçamos o seguinte objetivo geral “investigar os significados da Variação, da Taxa de Variação e da Derivada que podem ser construídos a partir da abordagem de Livros Didáticos do Ensino Médio e Ensino Superior” e o desdobramento deste objetivo apoia-se no alcance dos seguintes objetivos específicos: Estudar as abordagens dadas aos conceitos de Variação e da Taxa de Variação em Livros Didáticos de Ensino Médio, mais especificadamente no capítulo de Geometria Analítica – Estudo da Reta; Analisar as articulações entre registros os registros de Representação Semiótica e os critérios de Idoneidade Epistêmica para a compreensão da Taxa de Variação como aplicações de Coeficiente Angular, Cálculo de Velocidades, Funções Médias da Economia (Receita Média, Lucro Médio, Custo Médio), as Razões Diretas e a Taxa de Variação Relativa (Porcentagem); Analisar as articulações entre os registros de Representação Semiótica e os critérios de Idoneidade Epistêmica para a compreensão da Derivada e a enfatizando como Taxa de Variação, enquanto aplicações do Coeficiente Angular, Cálculo de Velocidades, Funções Marginais da Economia (Receita Marginal, Lucro Marginal e Custo Marginal), as Razões Diretas e a Taxa de Variação Relativa (Porcentagem). Para estas análises, construímos quadros que empregam nossos referenciais teórico-metodológicos: a Análise de conteúdo de Bardin, a Teoria dos Registros de Representação Semiótica de Duval, o Sentido Holístico da Derivada e os critérios de Idoneidade Epistêmica. Nas considerações finais, respondemos nossas questões de pesquisa. As análises dos livros didáticos do Ensino Médio permitiram concluir, entre outras, que os autores desses livros exploram as ideias fundamentais da Variação e Taxa de Variação como aplicação, principalmente, do Coeficiente Angular e a organização dos significados é feito no sentido de apenas, entre tantos, um de nossos indicadores. Na introdução da Derivada a abordagem deste conceito é feita, entre tantas, como aplicação do Coeficiente Angular e na organização dos significados não é utilizando um dos nossos indicadores

迎接21世紀的來臨與世界各國之教改脈動，自1997年起，台灣政府致力教育改革，以期提升國民素質及國家競爭力。因此，教育部依據行政院核定之「教育改革行動方案」，進行國民教育階段課程與教學改革。隨著「九年一貫課程綱要」的公佈，台灣正式開啟一連串的教育革新。而對岸的中國，也於2001年啟動第八次基礎教育課程改革。兩國教育改革的內容皆涉及到課程目標、課程內容、課堂教學、學生學習等各層面，因此教科書、教材教法皆產生了巨大的變化。現有關於兩岸教育相關研究相當多，但兩岸課程的比較研究多停留在國小階段；且針對教科書的研究多半是以教科書的制度、審定為主，幾乎未有針對兩岸國中階段教科書的內容比較。 本研究先簡略介紹兩國教育背景並進行九年義務教育課程目標的分析，再對台灣康軒版、中國人教版國中數學課本、習作、教師手冊做出比較，得出結果如下： 一、在課程目標方面，兩者都強調數學與生活、其他學科的連結，也強調學生創新能力的培養；不同的是，中國人教版較強調數學各主題中的深耕，台灣康軒版則偏向各主題間的橫向連結；而中國人教版也較注重傳統的數學運算能力，台灣康軒版則較重視數學在生活中的運用。 二、在數學課本課程內容中，台灣課程偏向主題集中學習，而中國課程則偏向主題分散學習，每一學年課程都有代數、幾何、資料統計與機率。除此之外，中國人教版不論是代數或幾何，習題數約是台灣康軒版的三倍，但台灣康軒版在代數部份，課程較為流暢；中國人教版在幾何部份題目題材較多元。 三、在課本編輯方面，兩者架構都相當類似，皆具備章前圖、多元正文欄目、重點整理、補充知識等，但台灣康軒版部分章節，列中字數過多，且沒有數學名詞的中英文對照 四、在習作排版方面，中國人教版像是一本濃縮參考書，但台灣康軒版全版彩色，計算空間大，版面整齊，但中國人教版排版密集，閱讀上較為辛苦。 基於以上結論，針對台灣教科書提出以下建議： 1.幾何部份可以增加動手操作的機會，如折紙。 2.可以增加課本中的習題數，讓學生有多一點練習的機會。 3.增加數學史課程，適當說明前人在解決日常問題中的數學智慧。 4.增加統整課程的題型，題目的題材可以結合理化、美術等，增加多 元類型，提供學生思考的空間。 / To welcome the 21st century and catch up with other countries’ educational efforts, the government in Taiwan has engaged itself to educational reform since 1997. The purpose is to enhance the quality of its people and the ability to compete with other countries. Hence the Ministry of Education has tried to reform the compulsory education curriculum and teaching according to the “Action Proposal for Educational Reform,” authorized by the Executive Yuan. After the publication of “Grade 1-9 Curriculum Guidelines,” Taiwan has formally initiated a series of educational reforms. Similarly, Mainland China has started its eighth reform on Basic Education Curriculum. The reforms in both countries include the curriculum target, the curriculum content, classroom teaching, and students’ learning. They unavoidably exert a huge impact on the textbooks and teaching materials. Related researches on the education in both countries abound. However, the comparison of curriculum in both countries basically focuses on elementary school curriculum. Also, most researches on textbooks focus on the system or authorization. Seldom do we find research that focuses on the textbooks in junior high school. This research will first briefly introduce the education background in both countries and then analyze the target of compulsory education curriculum. The Kang Xuan version of Taiwan and the People’s Education version of China are taken as examples. We get the following conclusion after comparing their mathematics textbooks, workbooks, and teacher’s manuals. First, in terms of curriculum target, both versions emphasize the connection between mathmatics and life or other subjects. Both aim to cultivate the students’ creativity, too. Differently, People’s Education version goes deeper within one single topic, while Kang Xuan version focuses on the horizontal connection between different topics. People’s Education version puts more emphasis on the traditional arithmetic, while Kang Xuan version puts more emphasis on the application of math in everyday life. Second, according to the content of these two versions, when a new topic is introduced, the curriculum in Taiwan prefers concentrative learning, while the other version favors learning at different phases. Take People’s Education for example, every school year students have to learn algebra, geometry, data statics, and probability. Besides, in terms of algebra or geometry, People’s Education version provides exercises three times than Kang Xuan version does. Kang Xuan version, however, has a smoother curriculum design in terms of algebra. As for geometry, People’s Education version offers more different types of exercises. Third, speaking of the editing, both versions have similar curriculum structure. We can find in both versions pictures before each chapter, multiple columns presenting the main idea, arrangements of important points, and appended knowledge. However, some chapters of Kang Xuan version have too many words in one line, and it lacks Chinese-English terminology of math. Fourth, in terms of the workbooks, People’s Education version looks like a condensed reference book, while Kang Xuan version is bigger and more colorful. Kang Xuan version provides space for calculation and has neater arrangement, while People’s Education version is too wordy and takes more time to read the questions. Based on the conclusion above, this study offers some suggestions for future compilation of the Taiwanese mathematics textbooks: 1. For geometry, a good mathematics textbook should provide students with more opportunities to have hands on experiences, for example, by way of paper folding. 2. There should be more exercises in the textbook, hence giving the students more chances to practice. 3. History of mathmatics can be added. Students may have a better idea how ancient people used their wisdom to solve everyday mathmatics problems. 4. Exercises related to integrated curriculum should be added, too. Different subjects like science, art, etc…, can be combined together to provide multiple elements and a wider space for students’ ideas.

Submitted by Alexsandra Caceres Sampaio (alexsandracaceres@yahoo.com.br) on 2018-09-27T22:38:15Z No. of bitstreams: 1 Linguagem gráfica no livro didático de Matemática - uma análise a partir da mediação dialética (exemplar definitivo).pdf: 6359067 bytes, checksum: 69676a3731e31e293c7ee1e97144cff1 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-28T17:18:40Z (GMT) No. of bitstreams: 1 sampaio_ac_me_sjrp.pdf: 6359067 bytes, checksum: 69676a3731e31e293c7ee1e97144cff1 (MD5) / Made available in DSpace on 2018-09-28T17:18:40Z (GMT). No. of bitstreams: 1 sampaio_ac_me_sjrp.pdf: 6359067 bytes, checksum: 69676a3731e31e293c7ee1e97144cff1 (MD5) Previous issue date: 2018-08-07 / Avaliações externas mostram que os alunos brasileiros apresentam dificuldades para a aprendizagem matemática e apontam que a atuação docente é uma das variáveis que potencializam o fracasso escolar. Neste contexto, realizamos esta pesquisa de cunho teórico-bibliográfico e documental, que buscou estudar a “Teoria da Metodologia da Mediação Dialética (M.M.D.)” (ARNONI, 2018), em que a contradição é inerente à mediação, na qual, por meio da linguagem, veicula o conceito educativo ensinado entre professor e aluno, dialetizando-o via etapas metodológicas da M.M.D., promovendo a aprendizagem conceitual do aluno. Daí o questionamento: a linguagem do livro didático de Matemática, que oficialmente determina o modelo de aula na educação escolar, promove o estabelecimento da mediação dialética entre o professor e os alunos? Optamos pela análise da linguagem gráfica, cuja função é a de facilitar a compreensão do conceito pelo aluno, sendo utilizada para complementar o texto verbal. Com relação aos resultados da pesquisa, tornaram-se evidentes as limitações enfrentadas pelo autor: por um lado, o fato de ele desconhecer o conhecimento matemático de seus usuários – professor e aluno –, o que dificulta ou inviabiliza a compreensão do que está proposto; e, por outro lado, o fato de ele não apresentar o conceito matemático no manual do professor, em especial, nos primeiros anos do ensino básico, cuja formação inicial é pela Pedagogia, que não tem a obrigatoriedade de ensinar os conceitos científicos das áreas de conhecimento que compõem a grade curricular do ensino básico. É evidente, também, a dificuldade de ilustrar adequadamente a linguagem científica do conceito matemático, limitando as possibilidades de exploração de conceitos. Na perspectiva da mediação dialética, o livro didático oficialmente retira do professor a possibilidade de ele conscientemente planejar, desenvolver e avaliar sua atividade educativa. / External evaluations show that Brazilian students present difficulties for mathematical learning and indicate that teaching performance is one of the variables that potentiate school failure. In this context, we conducted this theoretical-bibliographic and documentary research, which aimed to study the "Theory of Methodology of Dialectical Mediation (M.M.D.)" (ARNONI, 2018), in which contradiction is inherent to mediation, in which, through language, conveys the educational concept taught between teacher and student, dialecting it via methodological stages of the M.M.D., promoting the conceptual learning of the student. Hence the questioning: does the language of the Mathematics textbook, which officially determines the lesson model in school education, promote the establishment of dialectical mediation between teacher and students? We opted for the analysis of the graphic language, whose function is to facilitate the student's understanding of the concept, being used to complement the verbal text. With respect to the results of the research, became evident the limitations faced by the author: on the one hand, the fact that he does not know the mathematical knowledge of its users – teachers and students – which makes it difficult or impossible to understand what is proposed; and, on the other hand, the fact that he does not present the mathematical concept in the teacher's manual, especially in the first years of elementary education, whose initial formation is by Pedagogy, which does not have the obligation to teach the scientific concepts of the areas of knowledge that make up the curriculum grid of elementary education. It is evident, also, the difficulty of adequately illustrating the scientific language of the mathematical concept, limiting the possibilities of exploring concepts. In the perspective of dialectical mediation, the textbook officially removes from the teacher the possibility of him consciously planning, developing and evaluating his educational activity.

O livro didático assume múltiplas funções e características. Constitui-se como uma referência de conteúdos para alunos e professores, guia orientador das atividades em sala de aula e como padrão de organização e sistematização do currículo. Porém, encontra-se sujeito às influências do contexto histórico e político em que se situa, estando impregnado dos valores e concepções desse contexto. Para compor a identidade do livro didático soma-se ainda a sua importância no mercado editorial. O livro didático é analisado, então, conforme as dimensões: suporte de conteúdos e métodos de ensino, veículo de valores, produto cultural e mercadoria. A partir desse cenário, será analisada a interação dessas várias dimensões na constituição do papel desempenhado pelo livro didático de Matemática para o Ensino Fundamental II, ao longo do período de 1971 a 2006, caracterizado pelo Ensino Fundamental com duração de oito anos. De modo a completar o estudo, foram analisados alguns livros didáticos de Matemática utilizados no período. / The textbook assumes multiple functions and features. It constitutes a reference content for students and teachers guide, guiding the activities in the classroom and as a standard of organization and systematization of the curriculum. However, is subject to the influences of historical and political context in which it is, being steeped in values and ideas that context. To make up the identity of the textbook, adds to their importance also in publishing. The textbook is analyzed, then, as the dimensions of support content and teaching methods, vehicle values, cultural products and merchandise. From this scenario, the possibility of interaction of various dimensions in the constitution the role of the textbook Mathematics for Elementary Education, over the period 1971 to 2006, characterized by the elementary school which lasts eight years. In order to complete the study, some mathematics textbooks used in the period has been analyzed.

Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and conceptual understanding, where conceptual understanding can be connected to a reform oriented mathematics education. By developing a reasoning competence conceptual understanding can also be developed. This thesis, which deals with students’ opportunities to learn to reason mathematically, includes three studies (with data from Swedish upper secondary school, year ten and mathematics textbooks from twelve countries). These opportunities have been studied based on a textbook analysis and by studying students' work with textbook tasks during normal classroom work. Students’ opportunities to learn to reason mathematically have also been studied by examining the relationship between students' reasoning and their beliefs. An analytical framework (Lithner, 2008) has been used to categorise and analyse reasoning used in solving tasks and required to solve tasks. Results support previous research in that teaching and mathematics textbooks are not necessarily in harmony with reform-oriented mathematics teaching. And that students indicated beliefs of insecurity, personal- and subject expectations as well as intrinsic- and extrinsic motivation connects to not using mathematical reasoning when solving non-routine tasks. Most commonly students used other strategies than mathematical reasoning when solving textbook tasks. One common way to solve tasks was to be guided, in particular by another student. The results also showed that the students primarily worked with the simpler tasks in the textbook. These simpler tasks required mathematical reasoning more rarely than the more difficult tasks. The results also showed a negative relationship between a belief of insecurity and the use of mathematical reasoning. Furthermore, the results show that the distributions of tasks that require mathematical reasoning are relatively similar in the examined textbooks across five continents. Based on the results it is argued for a teaching based on sociomathematical norms that leads to an inquiry based teaching and textbooks that are more in harmony with a reform-oriented mathematics education. / Elever kan bara lära sig de det de får möjlighet att lära sig. Detta innebär till exempel att elever inte utvecklar sin resonemangs- och problemlösningsförmåga i någon större utsträckning om inte deras undervisning fokuserar på just dessa förmågor. Forskning, nationellt och internationellt visar att det finns en överbetoning på utantillinlärning och på procedurer. Detta verkar ske på bekostnad av en konceptuell förståelse, trots att det under 20 års tid pekats på behovet av en reforminriktad matematikundervisning. Matematisk förståelse kan delas in i procedurell- och konceptuell förståelse där en konceptuell förståelse kan kopplas till en reforminriktad matematikundervisning. Genom att utveckla förmågan att resonera matematiskt utvecklas också den konceptuella förståelsen. Denna avhandling, som inbegriper tre studier (med empiri från gymnasiet år ett och matematikläroböcker från tolv länder) behandlar elevers möjlighet att lära sig att resonera matematiskt. Dessa möjligheter har studerats utifrån att undersöka vilka möjligheter läroboken ger att lära sig matematiska resonemang, dels via en läroboksanalys och dels genom att studera elevers arbete med läroboksuppgifter i klassrumsmiljö. Elevers möjligheter att lära sig att resonera matematiskt har också studerats genom att undersöka relationen mellan elevers matematiska resonemang och deras uppfattningar om matematik. Ett analytiskt ramverk (Lithner, 2008) har används för att kategorisera och analysera resonemang som använts för att lösa uppgifter och som behövs för att lösa en uppgift. Resultaten från studierna har givit stöd åt tidigare forskning vad gäller att undervisning och läroböckerna inte nödvändigtvis harmonierar med en reforminriktad matematikundervisning. Och att elever har uppfattningar om matematik som bygger på osäkerhet, förväntan på ämnet och sin egen förmåga samt motivation och att dessa uppfattningar delvis kan kopplas till att eleverna inte använder matematiska resonemang för att försöka lösa icke-rutinuppgifter. Det vanligaste sättet att lösa läroboksuppgifter var att välja andra strategier än att använda sig av matematiska resonemang. Ett vanligt sätt att lösa uppgifter var att låta sig guidas, av främst en annan elev. Eleverna arbetade framförallt med de enklare uppgifterna i läroböckerna. Bland dessa enklare uppgifter var det mer sällsynt med uppgifter som krävde matematiska resonemang för att lösas relativt de svårare uppgifterna. Resultaten visade även att det fanns en negativ relation mellan en uppfattning av osäkerhet hos elever och ett användande av matematiska resonemang. Resultaten visade vidare att fördelningen av uppgifter som krävde matematiska resonemang var relativt lika i alla undersökta läroböcker från fem världsdelar. Utifrån resultaten argumenteras för en förändrad undervisning mot en undersökande undervisning och läroböcker som är mer i harmoni med en reforminriktad matematikundervisning.

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In this text are presented results of a research whose objective was to identify "if" and "how" mathematics teachers of the final years of Elementary School of public school of Aracaju/Se make use of textbook. For this, the collections listed in the Plano Nacional do Livro Didático – PNLD 2014 was taken as a starting point, more adopted by schools. Are they: “Matemática: Teoria e Contexto”, “Vontade de Saber Matemática”, “Matemática – Bianchini” and “Projeto Teláris”. From this choice, twety-three teachers were selected to participate answering the questionnaire and after that total thirteen were interviewed. The theoretical contribution came from the appropriation of the understanding adopted by Moreira (2013) to define textbook; Dante (2005) for the typification of mathematical problem and Fiorentini and Lorenzato (2006) about the Mathematics Education, and results of the researches of Silva Junior (2005), Oliveira (2007) Rosas (2008) and Vieira (2013) to characterize use (s) of the adopted of the textbook. From the data collected, through the two instruments, the following uses have been identified: the first is the preparation to teach, this is, the use of textbook to prepare class – at this moment they often resort to other materials as a way to provide more information to their students. The second is the action to teaching and learn, this use realized with the students to read texts related to daily life and the history of mathematics, concepts, examples and statements of problems; to solve the problems proposed in the textbook with (or not) the use of technological resources and instruments of measures. / Neste trabalho é apresentado o resultado de uma pesquisa que teve por objetivo identificar se e como os professores de Matemática dos anos finais do Ensino Fundamental de escolas da Rede Estadual de Aracaju/SE fazem uso do livro didático. Para alcançar tal intento, foi tomado como ponto de partida as coleções elencadas no Plano Nacional do Livro Didático - PNLD 2014 mais adotadas para um quantitativo maior de escolas aracajuanas. São elas: “Matemática: Teoria e Contexto”, “Vontade de Saber Matemática”, “Matemática – Bianchini” e “Projeto Teláris”. A partir dessa escolha, foram selecionados vinte e três professores que participaram respondendo ao questionário, e depois desse total, treze foram entrevistados. Como suporte teórico, foi feita a apropriação do entendimento adotado por Moreira (2013) para definir livro didático; Dante (2005) para a tipificação de problema matemático; e Fiorentini e Lorenzato (2006) sobre Educação Matemática. E ainda o resultado das pesquisas de Silva Junior (2005), Oliveira (2007), Rosas (2008) e Vieira (2013) para caracterizar uso(s) do livro didático adotado. A partir dos dados coletados foram identificados, por meio dos dois instrumentos, os seguintes usos: o primeiro é preparação para ação de ensinar, ou seja, o uso do livro didático pelo professor para preparar aula – momento esse em que eles também costumam recorrer a outros materiais como uma forma de proporcionar mais informações aos seus alunos. O segundo é ação para ensinar e aprender, uso esse realizado em parceria com o aluno ao efetuar leitura de textos relacionados ao cotidiano e a história da matemática, conceitos, exemplos e enunciados de problemas; resolver os problemas propostos no livro didático seja os que indicam o uso (ou não) de recursos tecnológicos e instrumentos de medidas.

Made available in DSpace on 2016-04-27T16:58:14Z (GMT). No. of bitstreams: 1 Antonio Jose Borges.pdf: 555152 bytes, checksum: 17c4a52f5a702f90eaf05a2c9bfedc8e (MD5) Previous issue date: 2007-05-10 / Our research investigates if the topics polynomials and functions are articulated, in Brazilian high school mathematics textbooks. We study the subject in the available literature, official documents, thesis defended in Brazil and international congress articles. Our analysis examines three among eleven Mathematics collections approved in 2005 by the National Textbook Program to High School of the Brazilian Ministry of Education and Culture. We take a nearer view of the expositive treatment and the set of exercises of these three collections. For the expositive treatment, we research how the topics polynomials and polynomial function are explained and related, if so. For the exercises, we seek to find if the collections give to each of them a polynomial or, instead, a polynomial-function treatment. We conclude that two of the three collections don t relate the topics neither in the expositive treat-ment nor in the set of exercises, while the third collection sketches such ar-ticulation in the expositive plane and slightly develops it in the exercise set / Nosso trabalho investiga se os tópicos polinômios e funções são arti-culados, em livros didáticos de Matemática destinados ao Ensino Médio bra-sileiro. Para tanto, pesquisamos o tema na literatura didática disponível, em documentos oficiais, em dissertações e teses defendidas no Brasil e em arti-gos de congressos internacionais. Nossa análise investigou três das onze coleções de Matemática aprovadas em 2005 pelo Programa Nacional do Li-vro para o Ensino Médio do Ministério da Educação e Cultura. Examinamos o tratamento expositivo e o corpo de exercícios dessas três coleções. Quanto ao tratamento expositivo, investigamos como os assuntos polinômios e fun-ção polinomial são tratados, e como são relacionados, se este for o caso. Quanto ao corpo de exercícios, buscamos observar se as coleções dão a cada exercício o tratamento de polinômio ou de função polinomial. Concluí-mos que duas das coleções não articulam os temas no tratamento expositivo nem no corpo de exercícios, enquanto que a terceira coleção esboça tal arti-culação no plano expositivo e desenvolve-a com algum detalhe em seu corpo de exercícios