Análise dos livro didáticos de matemática do 9º ano do ensino fundamental: abordagem dos conteúdos de potenciação e radiciação

Abstract

The textbook plays a significant role for both the teacher and the student, who, in most cases, has only this resource available to help in the learning process. Such importance led to the present investigation, whose objective was to analyze and discuss how Exponents and Radicals contents are addressed in 9th grade math textbooks, more specifically in the two most distributed books by the National Program of Books and Learning Materials (PNLD). The choice of the contents to be analyzed was made due to the experience lived during the internship, where a deficit in the learning of these contents was observed. Regarding the methodology applied, it was chosen the bibliographic analysis, as well as the methodological foundation of the principles of content analysis of Bardin (2016). For this purpose, an Analysis Framework was used from which descriptions of the analyzed contents were elaborated and reflections and criticisms based on Mathematics Education researchers such as: Huete and Bravo (2006), Miguel (2011) and Santos (2013). Based on the data collected, it was concluded that even though it is a public policy, and going through evaluations, it was possible to find flaws in both books, such as not approaching a certain theme, or lack of contextualization of the activities, which could not occur.