A argumentação na abordagem do pensamento funcional: uma análise de atividades presentes em livros didáticos de Matemática da Educação Básica

Abstract

This paper presents the results of a survey conducted at the Federal University of Pampa - UNIPAMPA Campus Itaqui / RS, with the Curriculum Component Work Completion of course. This study aimed, in general, analyze the activities present in textbooks (LD) of Mathematics, approved by the National Program of dyadic-PNLD Book current (2014, 2015 and 2016), adopted by the public schools of EB municipality of Itaqui and for students of the 5th, 6th and 9th grade of EF and 1st year of MS. And specifically: 1) identify, in LD for the students, the activities that require the mobilization of functional thinking; 2) analyze, also in LD for the students, the argument in activities that require functional thinking and; 3) investigate the teacher manuals, the intentions of the authors of LD about the present activities in student LD. To achieve the objectives we used the theoretical dealing with the key concepts of this research, namely functional and argumentation thought. We also seek subsidies in a qualitative and quantitative analysis, according to the theoretical assumptions of Luke & Andrew (1986); as well as the movements of Textual Analysis Discourse. Therefore, we considered two context units: Activities Proposals (AP) and resolved Activities (AR) in LD books; as well as units of analysis: Functional and Argumentation thinking. This movement were listed a priori categories which formed the basis for the analysis of LD. How relevant results on the analysis of LD, destacamosos: the large number of AP in all LD analyzed; and these books are intended for students. With regard to the categories involving functional thinking C3 and C4, which are respectively identify patterns and coordination patterns are present in all analyzed LD. With respect to categories of analysis regarding the argument, we highlight the category C2 which corresponds to the term "Justify" in the statement of LD2 issues, LD3 and LD4. By analyzing the LD regarding the 5th year, our a priori categories not allowed to globally understand the argument that LD. Thus, we identified that rare activities required argumentation in activities that focus on functional thinking. However, it should be noted that the guides Textbooks, bring an evaluation criterion of LD, namely: promote the development of competence argument.