TEORIA ANTROPOLÓGICA DO DIDÁTICO E EQUAÇÕES DO 2º GRAU: O ENSINO DE MATEMÁTICA DE UM 9º ANO EM SÃO JOÃO-PE

Resumen

This research is part of the field of teaching mathematics with the concept of the Anthropological Theory of Didactics (TAD) related to Didactics of Mathematics. We tried to analyze to what extent TAD can be used for teaching 2nd grade equations in 9th grade math classes in São João-PE, discussing it in the institutions of the National Common Curricular Base and Curricular Parameters of Pernambuco; identifying it for the teaching of 2nd grade equations in the Book of mathematics for a 9th grade student in São João-PE, and reflecting on the possibilities of TAD in the practice of mathematics teachers in teaching 2nd grade equations. As a methodological path, the research includes a qualitative approach, using documents and class observations. The results point to the existence of an institutional relationship between high school knowledge equations and the analyzed documents, the characterization of the praxeological organization of knowledge in the textbook institution and the construction of didactic co-determination in the teacher's practice in their classes. It is concluded that the textbook and the teacher's classes address what is recommended in educational documents regarding the resolution of 2nd degree equations with factoring as a task.

Keywords: 2^nd degree equations; Anthropological Theory of Didactics; Textbook; Teacher.