Histórias em quadrinhos como recurso para o ensino e aprendizagem de bases numéricas sob a luz da teoria das situações didáticas

Abstract

Developing tasks on number systems is part of the Mathematics curriculum, however, historically, working with such notions, especially in the initial years of schooling, is extremely problematic. Studies in this regard led us to develop qualitative research, where we used the Theory of Didactic Situations (TSD), by Guy Brousseau, to analyze tasks aimed at teaching the basic system through the use of a Comic Book (Comic Book), in a 3rd year class at a public school, located in the metropolitan region of Belém do Pará. We aimed to add the theoretical-methodological discourse of the Theory of Situations to a teaching situation learning numerical bases from a History in Comics as a teaching device. After the analyses, we found that TSD is a great tool for analyzing teaching situations. Leading us to reflect on our teaching practice, and how we can evolve so that we can provide a teaching and learning process that places the student as the main actor in the learning process. Furthermore, the resource of comics has great potential to cause problematic situations regarding both the mathematical knowledge that one wishes to teach, and conflicts between different cultures. Conflict that was fundamental for triggering the learning process of the content in question.