A abordagem do ensino de frações em livros didáticos de 5º e 6º anos

Abstract

The present work aimed at the study of the textbooks of the fifth and sixth years adopted by most municipal and state schools in the city of Toledo (Paraná) discuss the content of fractions. To do so, as the main theoretical references: PCN (BRASIL, 1997; BRASIL, 1998); the Curriculum developed by the Association of Municipalities of the West of Paraná (AMOP, 2007); such as DCE (PARANÁ, 2008) and PNLD digital guides; for the textbooks (CHOPPIN, 2004) and for Fractions (CYRINO et al, 2014; WALLE, 2009). Following the assumption of content analysis of Bardin (1977), we analyze the books under four categories: teaching methodology, contexts used by textbooks; language and figures employed. We conclude that in both the books of the fifth and the sixth what is still more addressed is a part-whole relationship, with the most meanings (quotient, reason and operator) being insipidly arranged. This emphasis on only one meaning for fractions and lack of continuity in the books in the passage from the fifth to the sex and can be factors that influence the difficulties faced by the student in the transition from municipal to state education.