Uma abordagem sobre o Número de Euler em livros didáticos de matemática do ensino médio

Abstract

The present work is an investigation of a qualitative approach carried out in high school mathematics textbooks, about the exploration given to the Euler Number in these literatures from the following guiding question: What do high school mathematics textbooks present about the Euler Number? The general objective is to inventory the ways in which the Euler Number is presented in high school textbooks. Supported by the principles of bibliographic research and categorization processes, an inventory was carried out on the Euler Number in four collections of high school mathematics textbooks, with six volumes in each of them and belonging to the National Textbook Program (PNLD). From the results it is highlighted that only three textbooks address the Euler Number, some contextualizing the history and relevant aspects, however this presentation takes place in association with other thematic areas, without specific development of the subject; perspectives are also pointed out regarding the concise relationship that must exist between the textbook and the National Curricular Common Base (BNCC), as a possibility for the development of teaching and learning in basic education.