Ensinar e aprender à luz do livro paradidático de matemática

Abstract

The Mathematics Paradidactic Book has a great relevance to work mathematical concepts in the light of a playful context and close to the student, essentially, in the early years of Elementary School. This is due to the help that this pedagogical instrument offers to the teacher, contributing to reading practices during classes from a mathematical literacy perspective by presenting itself through different textual genres. In order to understand the root of the pedagogical intentionality of the production of this instrument, as well as its contributions to a meaningful teaching and learning, the present work aims to analyze the digital paradidactic book “Malu in: what is the best form to draw?” in order to understand its genesis and its contributions to the exploration of geometric concepts in Mathematics classes. The theoretical-methodological contribution is based on the Cultural-Historical Theory (VIGOTSKI, 2007) and articulates with authors in the field of Mathematics and Language education such as: Smole and Diniz (2001) , Moretti and Souza (2015), Noronha (2012), Sforni (2015), Gomes (2015), Powell (2013), in conjunction with authors who helped to characterize the Paradidactic Book of Mathematics such as Dalcin (2002;007), Campello e Silva (2018) and Munakata ( 1997). The research is of a qualitative nature and assumes an exploratory stance by tracing the profile of the Paradidactic Book that works with mathematical content from fictional narratives, while seeking to broaden the discussion of a new type of looking to the instruments of this approach. For that, it was based on the analysis structure developed by Dalcin (2002;2007) through which the category of mathematical paradidactic analyzed was observed, as well as the articulation between mathematical symbology, image and written text. From the data analysis, teacher mediation was found to be essential to enjoy the contributions that the work under analysis can make possible to mathematics classes: discussions and propositions of meaningful activities for students, which help them in their integral formation to the step that also help to develop your geometric thinking.