Análise das propriedades dos conjuntos numéricos e operações identificadas em livros didáticos do Ensino Fundamental

Abstract

This research has as a guiding question to identify how the numerical sets are treated in the textbooks, elaborated for the Initial Years (4th and 5th Year) and Final Years of Elementary School, regarding the historical aspects and studies of the properties. In order to substantiate the question we sought theoretical basis in the ideas of Caraça; and Moreira, regarding the historical aspects of the expansion of the numerical sets, and in the ideas of Ripoll, Rangel and Giraldo; Moreira; and Almeida, in relation to the properties of each set. The methodological choice is a qualitative research and the data produced were analyzed according to the Content Analysis steps. The source of data production is the textbooks from the 4th to the 9th Year, approved by the PNLD / 2016 (Initial Years) and PNLD / 2017 (Final Years), elaborated by the same author. The analysis of the data allowed to conclude that the approach of numerical sets in Elementary School does not meet the suggestions of the researchers listed for the theoretical basis of this work, as: succession as the basis for the set of natural, the historical approach to the construction of integers, density of rational in the real, historical aspects that served as a landmark for the construction of the irrational, the real relationship and numbered straight, among other related aspects.