Abstract
This paper presents the results of an investigation in which 48 textbooks have been analysed, to observe whether and how primary school textbooks approved by the Brazilian national textbook programme (Programa Nacional do Livro Didatico—PNLD) consider the use of calculators. It has been noticed that many textbooks recommend the use of calculators in the classroom and suggest specific activities. In the PNLD teacher’s guide, only in the analysis of some textbooks is there clear information on calculator usage in the classroom. Calculator usage is mainly encouraged in the textbooks of the final years in primary school, mostly with multiplication and division, and distributed in four types of activities: conceptual development, verification of results, results calculation and calculator tool manipulation. Many textbooks have considered the recommendation to use modern technological devices to aid the learning of mathematics, while others still have to assess the value of the calculator as a valid instrument in developing mathematical knowledge.
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