An analysis of epistemological and didactic obstacles in tasks on trigonometric transformations
This study aimed to present an analysis of the epistemological and didactic obstacles in relation to the object of knowledge trigonometric transformations, by observing the tasks present in the textbook available at PNLEM 2021. This research was characterized as a bibliographical survey, based on Ba...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/17273 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/17273 |
| Access Level: | acceso abierto |
| Palabra clave: | obstáculos epistemológicos livro didático transformações trigonométricas epistemological obstacles textbook trigonometric transformations libro de texto transformaciones trigonométricas |
| Sumario: | This study aimed to present an analysis of the epistemological and didactic obstacles in relation to the object of knowledge trigonometric transformations, by observing the tasks present in the textbook available at PNLEM 2021. This research was characterized as a bibliographical survey, based on Bachelard's principles ( 2006). To justify the choice of the textbook "Mathematics and its technologies" by Souza (2021), a survey was carried out in the National Textbook Plan Guide (PNLEM/2021), as well as a chronological analysis of the PNLEM from 2006 to 2021, with the aim of verifying whether trigonometric transformations have been addressed since the beginning of the implementation of the PNLEM and whether they are still evident in the current 2021 Guide, after implementation of the National Common Curricular Base/BNCC (2018). Through this analysis, it was found that the aforementioned object of knowledge was no longer addressed in most textbooks from PNLEM 2018 onwards, as proposed by the national normative documents PCNEM (2000), OCEM (2006) and BNCC (2018), while discuss that this mathematical knowledge did not meet the set of skills to be developed in teaching Mathematics in Basic Education. Therefore, only one teaching material addresses this content in question, proposing tasks with the possibility of partially consolidating the student's learning, making it necessary to rethink a learning proposal that enables the understanding and importance of the study of trigonometric transformations in Basic Education, with the aim of to overcome epistemological and didactic obstacles. |
|---|