Uma análise de livros didáticos de matemática do ensino fundamental acerca da planificação de figuras geométricas

Abstract

This work aims to analyze how textbook collections, prepared by the same author and organized for both the Initial and Final Years of Elementary School, propose activities that require relating spatial figures to their representations in the plane and vice versa. For this, a theoretical basis was sought in curricular proposals and research dealing with the teaching and learning process of geometry and the development of geometric thinking. The methodological choice is a qualitative research in the form of document analysis. Data analysis allows us to conclude that the idea of planify figures is worked by the author of the collections in all years of elementary school, with the greatest emphasis being verified in the 6th year. The proposed activities, for the most part, require the student to identify the correct representation in the plane among several possibilities. It is noteworthy that there were no activities that require the student to draw the representation in the plane from the perception of a spatial figure in the form of perspective drawing or from the analysis of an object, which can limit the development of this skill.