Argumentação nos projetos integradores do Programa Nacional do Livro Didático 2021

• Ano de defesa: 2022
• Autor(a) principal: Santos, André Luis
• Orientador(a): Wartha, Edson José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Matemática; Ensino de matemática; Livros didáticos; Argumentação no ensino da matemática; Educação matemática; Livro didático de matemática; PNLD de matemática/2021
• Palavras-chave em Inglês: Argumentation in mathematics teaching; Mathematics education; Mathematics textbook; PNLD of Mathematics/2021
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16967

The teaching and learning of Mathematics, according to the percentages of external assessments, such as the International Student Assessment Program (PISA) and the Basic Education Assessment System (SAEB), indicate significant rates of students who are not able to reach the level of proficiency in the math literacy. Cordeiro and Oliveira (2015) point out characteristics of the process of teaching this area of knowledge, in which a methodological practice based on expository transmission prevails and, consequently, on the resolution of fixation exercises, as well as on the memorization of mathematical formulas and rules, so that the students just play. We consider that the teacher and the student have a fundamental role in the teaching and learning process, in which the textbook is an important resource for these purposes. We emphasize that argumentation plays an important role in the process of teaching mathematics. We defend that the teaching of Mathematics must be supported by the understanding of the arguments and procedures that justify its application. In Mathematics Education, argumentation can be categorized, according to the ideas of Balacheff (1988), Sales (2010), Attie (2016), Carvalho, Santos and Attie (2016) to support the literature on justifying and/or explanatory argumentation. Based on these studies, the documentary research was designed, with qualitative and descriptive aspects, in order to verify the argumentation in the official documents, as well as to analyze the argumentation in the mathematics textbooks of the National Guide to the Didactic Book (PNLD) 2021. arguments in the guiding documents the National Curricular Parameter (2017) and National Curricular Common Base (2018). The analysis of the ten collections of the mathematics book of the Programa Nacional do Livro Didático (PNLD) 2021, in the volumes that address Plane Geometry from this investigation, found that most of the explanatory arguments appear.