| Summary: | The article present one analysis of didactic situations that use the socio-environmental context (deforestation) to explorer the significats of the rational number (part-whole and operator). These situations were extracted from a 6th grade elementary school math book and answered by 46 students from a public school in the Metropolitan Region of Recife. The study aimed to: analyze the didactic effects that emerged in the contextualization of the mathematical object. The results and discussions presented are based on the Theory of Didactic Situations the in use of the context and the context as a pretext. Therefore, we conclude: the socio-environmental theme as a context to anchor the situations proposed in the mathematical textbook can be characterized as a pretext, as it does not expand the conceptual aspects inherent to the mathematical object. In this case, students disconnect from the context and rely on their own repertoire of knowledge to solve the problems.
|
|---|