A contextualização das questões de matemática em livros didáticos das séries finais do ensino fundamental

Abstract

Mathematics for many decades was linked to traditional teaching, based on the transmission of knowledge, where the teacher was the center of the process. Studies on the history of mathematics show its importance for the development of a good relationship between the student and the discipline, always based on the intention of showing the student that mathematics is part of everyone's daily life in society. Some legal aspects and historical landmarks about the use of contextualization in the National Common Curricular Base - BNCC, in the National Curricular Parameters - PCNs and in the Diretrizes e Base Law - LDB, evaluate the importance of the evolution that the concept of contextualization gained within this scenario of documents that guide the course of our education, always linked to the development of the student, and emphasizing the importance that the mathematics teacher has in this process as a mediator, with regard to their continuing education process. The close relationship between contextualization and interdisciplinarity can be seen with the study, showing that one or more disciplines can indeed help in the understanding of mathematics. In this scenario, there is a concern to evaluate the number of questions that were elaborated in the 9th grade book, from the collection “A Conquista da Mathematical”, published by FTD, which made use of the concept of contextualization. As a result, it was found that the book has few questions that use the idea of contextualization, and even less those linked to interdisciplinarity, compared to the set of all questions in the work. This fact is observed mainly because the books available for the public network are quite reduced when compared to those available for sale in the private education networks, thus making the student of the public network always at a disadvantage in relation to the student of the network. toilet.