A transição da aritmética para álgebra no livro didático: o caso da transposição didática

Abstract

This work aims to investigate the approximations and distances, between what is recommended by the Common National Curricular Base and the Textbook. To raise questions about the objective, we chose to use the notion of didactic transposition as a theoretical source. The research is divided into four parts, the first of which concerns the choice of textbook and selection of chapters; in the second, we seek to deepen on the central theme, the transition from arithmetic to algebra in the 7th year of elementary school, as well as the common national curriculum base; the fourth step, we analyze the approximations and distances. The main results indicate that the BNCC indicators are not clear in the textbook. The book shows itself with caution in the introduction of algebra.