A prática docente do professor de matemática: marcas das concepções do livro didático

Authors

  • Ademir Damázio UNESC-Universidade do Extremo Sul Catarinense, Criciuma

DOI:

https://doi.org/10.5007/%25x

Abstract

This article brings some aspects that mark the role of the didactic books in the formation of the educational conceptions of Mathematic Teaching. For such, the reference adopted were those books used in the primary school – 5ª and 8ª grades – in schools of the city of Criciúma, South of Santa Catarina, in the period of 1964 to 1996. It focuses the revelation of the conceptions in the moment of the changing after a certain period of use. In this sense, are observed the presentation features of the contents and the activities proposed to the students, to the light of thee categories: reproductive knowledge, creativereproductive knowledge and emancipating knowledge, being the concept of Potenciation and 2° Degree Equation the main reference. The changing of the didactic book is a demand imposed by the governmental departments, which disregards the needs of reflection and a new attitude towards teaching practice. Thus, the new didactic book should be as similar as possible to the previews one. This means that the current educational proposal related to Mathematics is merely reproductive.

Author Biography

Ademir Damázio, UNESC-Universidade do Extremo Sul Catarinense, Criciuma

Formado em Matemática pela Universidade do Planalto Catarinense (1980), mestrado (1991) e doutorado (2000) em Educação pela UFSC. Atualmente é professor titular da Universidade do Extremo Sul Catarinense e Membro de corpo editorial da Revista de Ciências Humanas (Criciúma).

Mais informações: Currículo Lattes - CNPq.

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Published

2006-01-01

Issue

Vol. 1 No. 1 (2006)

Section

Artigos

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