Análise da inserção da resolução de problemas identificada em livros didáticos de matemática do ensino fundamental

Abstract

The use of the Teaching-Learning-Evaluation Methodology through Problem Solving has been pointed out by several authors and also by official documents that guide Brazilian basic education, as a possibility to potentialize and stimulate Mathematics classes. In this sense, we propose to analyze the presence of this methodological tendency in Mathematics didactic books, since these are unquestionably one of the main support materials of the Brazilian teacher in the exercise of teaching. Specifically, the object of analysis was the collection of Basic Mathematics textbooks chosen by most teachers throughout Brazil, among the collections approved by PNLD 2017, in this case, the collection "Practicing Mathematics - 6th to 9th grade". Thus, the study aimed to answer the following question: The didactic books of the "Practicing Mathematics - 6th to 9th grade", offer subsidies for the development of Mathematics classes focusing on Teaching-Learning-Assessment Methodology through Problem Solving from the perspective of Onuchic and Allevato (2014)? In order to reach the objectives and to respond to the problematic stated, through a bibliographic research of a qualitative nature, we seek to identify the thematic units that started from the exploration of a generating problem and from it, they constructed the concepts and definitions; identify the subsections of the textbook and map them in relation to the configuration of the problems, whether they were present at the beginning of each content or if they were present in the supplementary tasks of the textbooks. We found out that the textbooks analyzed had insignificant amounts of subsections that begin with generative problems, which can intensify the non-use of the Teaching-Learning-Evaluation Methodology through Problem Solving by a few teachers. However, the subsections that are in the textbooks can provide support to teachers who intend to work using this methodology. We also concluded that, during the process of choosing textbooks, teachers should consider those collections which bring up such methodology as an ally for learning, and also those that provide a greater number of activities that can be categorized as problems. Therefore, their use would be optimized.