Portuguese ANÁLISE DO PENSAMENTO ALGÉBRICO EM LIVROS DIDÁTICOS DO ENSINO FUNDAMENTAL

Abstract

Teachers in Brazilian public schools generally use the Common National Curriculum Base (BNCC) and the materials provided by the school itself as a parameter to build the teaching and learning process of students. In this way, one of the means for the Algebraic Teaching to be elaborated is considering the Textbooks (DL). However, how are Algebra contents presented in Textbooks for Elementary School students? Do these books respect the construction process of algebraic thought? With such concerns, this work aims to analyze if and how the construction of algebraic thinking is carried out in elementary school mathematics textbooks from sixth to ninth grade, offered to public school students in a city in the interior of the state of São Paulo. To achieve the aforementioned objective, several literatures were considered, among which we highlight the construction of algebraic thinking, the use of Textbooks in Mathematics classes and Bardin's Content Analysis to categorize the data observed in our research corpus. Considering two textbooks collections, we could observe that, although both address issues of algebraic teaching, there are gaps in its construction process, particularly in the presentation of the initial concepts of algebra for institutionalizing this mathematical knowledge. In particular, notions of variable and unknown have distinctions in their initial construction, resulting in possible obstacles in the development of the teaching and learning process of algebraic thinking.