Teoria antropológica do didático (TAD) e equações do 2° grau: análises ecológica e praxeológica em livros didáticos de matemática de uma escola do campo

Abstract

This article presents the results of a study on 2nd grade equations in textbooks based on an ecological and praxeological analysis of 9th grade textbooks of mathematics adopted at the Tomaz Antônio Gonzaga Elementary School in Repartimento- PA, located in rural areas. Whose objective is to analyze how the object lives the 2nd degree equations and for what purposes; how the proposed teaching tasks are organized and what elements can be characterized as a dialogue with the context of the field education, taking as a presupposition the tasks of teaching textbooks. We come to the data from an ecological and praxeological analysis of this mathematical object. We use the theoretical-methodological model based on the studies of Márcia Varella (2010), whose theoretical support is Yves Chevallard's (1999) Anthropological Theory of Didactics (TAD). The results obtained lead to the conclusion that the way an object is organized in textbooks directly influences student learning and that the tasks proposed in the books are not articulated with the socio-cultural practices of the field.