Abstract
Background: Many teachers consider the textbook the primary guide for the curriculum materialisation. This work analyses the content of the rational numbers in a textbook used in the 7th-grade of elementary school. For this analysis, the theoretical and methodological tools of the Ontosemiotic Approach to Knowledge and Mathematical Instruction (OSA) are used. Objective: Our goal was to understand the level of didactic suitability of the instruction process in the textbook. Design and setting: Thus, we analysed a section of the textbook about rational numbers using the categories described by OSA. Concepts, procedures, problem situations, definitions and arguments used by the authors were also analysed. Results: From the results obtained, we could infer that there are examples of the concepts worked in class, but without the proper definitions and arguments, hindering generalisation. The analysis also allowed us to highlight didactic-mathematical knowledge that can guide the teacher concerning the textbooks' possibilities and limitations, to achieve more didactic suitability in the process of teaching and learning rational numbers. Conclusions: the book under study should not be considered as planning for an instructional process to meet the current curriculum guidelines.
Highlights
Textbooks are widely adopted by teachers to plan and develop mathematical knowledge in the classroom environment
This study proposes the analysis of a textbook approved by the PNLD 2017, used with the 7th grade of elementary school by teachers of the Municipal Education Network of a municipality in the country of the state Rio Grande do Sul, Brazil
The topic is rational numbers, and the analysis is based on the perspective of the Ontosemiotic Approach of Mathematical Knowledge and Instruction, OSA, developed by Godino and collaborators (Godino et al, 2007; Godino, 2017)
Summary
Textbooks are widely adopted by teachers to plan and develop mathematical knowledge in the classroom environment. The suitability of the epistemic dimension is achieved when we consider the institutional knowledge about the object of study, i.e., the degree of representativeness of the partial and holistic meanings of the rational numbers, as well as the fundamental conceptions of the object and its different records in the instructional process (Carpes, 2019).
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