Estórias que ensinam matemática: uma análise do discurso matemático escolar em livros paradidáticos

Abstract

This dissertation presents discussions focused on the aspects of mathematical discourse in mathematical paradidactic books in particular, those that are constituted by fictional narratives. In a specific way, we sought to analyze the school mathematical discourse present in fictional narratives of mathematical paradidactic books. The research is based on the theoretical assumptions of Sfard (2008) who discusses mathematics and its learning in discursive terms, in addition to the concepts of Marcuschi (2008) and Bronckart (1999) in the treatment of language, textual genres and fictional narrative genre, which understand text genres as a socio-discursive achievement. This is a qualitative research of the documentary type. The results showed the presence of four specific types of mathematical routines, they are problem solving, solving exercises, routines that explore curiosities and testing routines. They are called exploration routines and were identified in the characters’ acts at each stage of the analyzed narrative sequences. This research presents relevant results for the area of mathematics education, mainly with regard to the study of linguistic processes in mathematics education. It can serve as a source of consultation for students and professionals in the field, thus providing possibilities for improving knowledge and, consequently, for better characterization and production of mathematical paradidactic books consisting of fictional narratives.