Oportunidades para a literacia matemática em livros didáticos do Brasil, Taiwan e Cingapura
Resumo
O presente artigo faz parte de um projeto de dissertação de mestrado desenvolvido entre os anos de 2015 e 2017 em Taiwan, República da China. Essa pesquisa teve como motivação o fato de que estudantes de diferentes países obtem diferentes notas no exame do PISA, que avalia como esses estudantes estão equipados para aplicar o conteúdo matemático aprendido na escola em situações de seus cotidianos. A questão analisada pelo PISA tem como foco o entendimento da literacia matemática, questão esta que pode ajudar a responder à pergunta mais popular dentre os alunos: “pra que matemática”? Por meio de um método quantitativo, o autor utilizou três quadros teóricos para a formação de um quadro conceitual que possibilitou a análise das oportunidades oferecidas nos livros didáticos para o desenvolvimento da literacia matemática. A pesquisa apontou que os livros didáticos do Brasil, Cingapura e de Taiwan, além de apresentar conteúdos de uma forma diferenciada, também requereram dos alunos níveis de demanda cognitiva, competências, e processos de modelação matemática bastante diferentes, contribuindo assim para o desenvolvimento diferenciado da literacia matemática dos estudantes que tem acesso a estes livros.
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Referências
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