A apropriação por professores de matemática de jogos sobre equação do primeiro grau propostos em livros didáticos

Abstract

This work aims to analyze the appropriation of mathematics teachers regarding the use of games to teach first-degree equations proposed in books for the 7th grade of Secondary School. We take as reference the appropriation model of a new resource, structured in three phases: preappropriation, original appropriation, and reappropriation. This model is based in the Instrumental approach, Documental approach, and in the Instrumental orchestration, besides professional teaching knowledge. We developed the research into two stages: in the first stage, we carried out a documentary research in eleven books for the 7th grade of secondary school, these were approved in the current Programa Nacional do Livro Didático (PNLD) (National Textbook program which a book needs to be approved in Brazil), in order to analyze these books, the mathematical organization of the games for the first-degree equation according to anthropological theory of didactics; in the second stage, through the reflexive investigation methodology, we analyzed the pre-appropriation processes and the original appropriation from Equivalent Equation games, chosen among others, by two Mathematics teachers who teach actively in two boarding secondary schools in Recife-PE. In the results, we highlight the analysis of four games about first-degree equation present in a collection called Teláris, Equivalent Equation Game; Equation Game and Puzzle in Araribá collection, and Mais Matemática, the Equation Game. Moreover, the differences and similarities in teachers' appropriation games, in terms of resource systems, instrumentation, and instrumentalization, professional knowledge and instrumental orchestration foreseenand effective for the implementation of the Equivalent Equation game in the classroom.