Made available in DSpace on 2016-04-27T16:57:13Z (GMT). No. of bitstreams: 1 Emerson Pereira Rodrigues.pdf: 5383374 bytes, checksum: 97ac5f06e6504db9e26d782c33cfbb75 (MD5) Previous issue date: 2011-11-10 / Secretaria da Educação do Estado de São Paulo / The aim of this documentary qualitative research is to investigate how the content from the "Linear Equations Systems in Mathematics Teacher's Notebooks from São Paulo's public schools (from 2008 and 2009)" is covered. Our interest about this research started when the Pedagogical Mathematics Report (2010) was presented. In this report, they affirmed that high school students present more difficulty to learn Mathematics than elementary school students do. To develop this paper we have researched the official documents, to see what they recommend in teaching linear equations systems to high school and elementary school students. For comparison, we have also explored two didactical Mathematics book collections. We have found out that Mathematics Teacher's Notebooks from São Paulo's public schools (from 2008 and 2009) use an approach that is similar to didactical books; the biggest difference has been found in materials dedicated to high school. While didactic books teach subjects followed by exercises, authors from Mathematics Teacher's Notebooks from São Paulo's public schools worry more about contextualizing the subject to student's realities. The aim of this paper is to propitiate an analysis of Mathematics Teacher's Notebooks from São Paulo's public schools from the 3rd bimester from the 8th year in high school and the 2nd grade from the 2nd year in high school referring to teaching linear equations systems. The product of this analysis can be found separately from this paper, and it is available online at www.pucsp.br/pos/edmat / Esta pesquisa qualitativa do tipo documental tem como objetivo investigar como é abordado o conteúdo de Sistemas de Equações Lineares nos Cadernos do Professor de Matemática da rede pública de São Paulo de 2008 e 2009. Nosso interesse em realizar esta pesquisa partiu da constatação apresentada no Relatório Pedagógico de Matemática (2010) que o aluno do Ensino Médio apresenta uma maior dificuldade com relação à aprendizagem de Matemática que o aluno do Ensino Fundamental. Para o desenvolvimento deste trabalho investigamos o que os documentos oficiais recomendam para o ensino de sistemas de equações lineares para o Ensino Fundamental e Médio. Para efeito de comparação investigamos também duas coleções de livros didáticos de Matemática. Nosso estudo constatou que os Cadernos do Professor de Matemática de 2008 e o de 2009 do Ensino Fundamental abordam de forma semelhante aos livros didáticos. A maior diferença foi constatada nos materiais destinados ao Ensino Médio. Enquanto os livros didáticos abordam os conteúdos seguidos de exercícios, os autores dos Cadernos do Professor de Matemática se preocupam com a contextualização do conteúdo estudado com relação à realidade do aluno, constatamos também a ausência de uma discussão mais abrangente a respeito da classificação dos sistemas lineares em função de um parâmetro. Este trabalho tem como produto propiciar uma análise do Caderno do Professor de Matemática do 3º bimestre do 8º ano do Ensino Fundamental e da 2ª série do 2º ano do Ensino Médio referente ao ensino de sistemas de equações lineares. Esse produto encontra-se em separado da dissertação e está disponível para o uso de professores interessados na página do Programa (www.pucsp.br/pos/edmat)

Dagens samhälle blir mer digitaliserat för varje år som går och skolan följer den utvecklingen; därmed ökar digitaliseringen och användandet av digitala läromedel även i skolan. Därför är undersökningen relevant för den nutida skolans utveckling. Digitala läromedel är något som används frekvent i matematikundervisning, vilket är något vi har observe- rat under våra VFU-perioder. Dessutom uppmärksammade vi att många yrkesverksamma lärare är mindre insatta i innehållet i digitala läromedel, till skillnad från innehållet i de analoga läromedlen som används. Vi såg att det fanns studier kring digitala läromedel, men att det verkade vara brist på studier med fokus på hur algebra behandlas i elevuppgifter i digitala läromedel. Matematikområdet algebra är i sig ett område där tidigare forskning lyfter behovet av vidare forskning. Därav valde vi att specificera vår undersökning om hur algebra behandlas i elevuppgifter i digitala läromedel. Analysen i undersökningen grundar sig i ett analysschema med kategorier och kriterier utformade efter teorier från Sjödén (2014), Choppin m.fl. (2014), Blanton m.fl. (2015) samt Madej (2021). Teorierna har hjälpt oss att analysera det digitala och algebraiska innehållet i elevuppgifterna och Blantons m.fl. (2015) Big ideas framhäver väsentliga delar av algebraundervisning. Syftet med undersökningen är att belysa vilka potentiella mervärden som skapas genom olika digitala läro- medel inom området algebra för årskurs 6. Det görs genom insamling av data för en kvantitativ innehålls- analys av elevuppgifter innehållande algebra i tre digitala läromedel som används i grundskolan. Valet av läromedel gjordes utifrån vilka digitala läromedel vi har sett används av yrkesverksamma lärare i mellan- stadiet. Resultatet som kan utläsas av analysen är att digitala läromedel erbjuder olika möjligheter som inte erbjuds i analoga läromedel, samt att det algebraiska innehållet varierar i de olika digitala läromedlen. / Today's society is becoming more digitized every year and school follows that evolution; therefore the digitization and the use of digital curriculum materials increases in school as well. This study is relevant for today’s school development. Digital curriculum materials are frequently used in mathematics teaching, which we have noticed during our work-based education (VFU). We also noticed that teachers have less insight about the digital curricu- lum materials than in the books that are used. We found studies about digital curriculum materials, but there seemed to be a lack of research with focus on how algebra is processed in pupil tasks in digital curriculum materials. The mathematical field of algebra is an area where previous research requires further research. Hence, we chose to specify our investigation about how algebra is processed in pupil tasks in digital cur- riculum materials. The analysis in our inquiry is based on an analysis schedule with categories and criteria designed from theories from Sjödén (2014), Choppin et.al. (2014), Blanton et.al. (2015) and Madej (2021). The theories were helpful when we analyzed the digital and algebraic content in the pupil tasks and Blantons et.al. (2015) Big ideas highlights essential parts concerning algebra teaching. The study aims to highlight potential values created through various digital curriculum materials in the area of algebra for grade 6. It is done by collecting data for a content analysis of pupil tasks containing algebra in three digital curriculum materials used in primary school. The choice of resources was made based on which digital curriculum materials we have seen been used by professional teachers in middle school. The result that can be deduced from the analysis is that digital curriculum materials offer different potential values that are not offered in analog curriculum materials, and that the algebraic content where digital values occur varies depending on the digital curriculum materials.