Trends in teaching mathematics in the final years of elementary school: approaches evidenced in textbooks

Abstract

The paper problematizes how the principal trends in the mathematic teaching have been approached in textbook of the elementary school final years. The analyses persecuted a research qualitative and interpretative approach and it based in the Bardin’ contend analysis realized about the mathematic’ textbooks collection named Practicing Mathematic, 6^th to 9^th school years. This collection had the most number of books distributed in the second edition of National Program of Textbook, which was implemented in the 2014-2016, subsequent to implementation of nine years’ elementary school. From the analyses we evidenced three perspectives about the ways by which the mathematic teaching tends have been developed  in the mathematics’ textbooks: historical approach to presentation and/or mathematical contend development, promoted the perception that the mathematic is a human creation situated in a dynamic time and space,  developed from humans social necessities; mathematical situations taken as context to mathematical contend development, seeking closer scholar  math and social math; investigative situations as scenario to mathematical learning which constitute activities in that the students have opportunity to participate in the process of knowledge construction.