Análise do livro didático de matemática:

Abstract

The present study is based on the assumptions of historical cultural theory, created by Vygotsky and his group, intentionally seeks to contribute to the development-learning of students in the initial grades, we analyze the didactic book as a tool of intentional, planned and systematized teaching, in order to identify the mathematical objects and how to work with them, and how mathematical writing presents these objects, which are specifically focused on scientific concepts from the presentation of the contents of numbers with decimal representation (numbers with commas). We use the qualitative approach of the bibliographic type, based on the guiding question of how this Vygotskian perspective can help the learning of the decimal numbers? It is seen that this theory is based on the concept of Marxist dialectical materialism that says that the human being learns from the relationship with nature and with other individuals with more experience, where the activity is mediated by instruments and signs. The results of this work point out that the LDM analyzed contributes in parts to the construction of scientific concepts, although it would be necessary for this guide to approach mathematical objects in a more articulated way. However, the results of the analysis reveal that the possibility of using the manual helps the students to learn the mathematical objects analyzed. Finally, the mathematical writing is presented through the principles of some official documents, which must be presented from the informal / formal concept articulating with the native language.