# As funções da Geometria em outros campos da Matemática: uma análise de livros didáticos

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2020-05-06

## Autores

Amaral-Schio, Rúbia Barcelos

Educação Matemática - IGCE

Acesso aberto

## Resumo

### Resumo (inglês)

The main goal of this paper is to investigate the functions Geometry performs in non-geometric fields in textbooks of the last years of Elementary School, approved by the National Textbook Program 2017. From it, two specific objectives were outlined: to analyze how geometry contents are structured (introduction, approach and development) in non-geometric chapters; to map, in non-geometric chapters, the tasks that make use of geometry in their tasks. The theoretical basis that underpinted this research was Flores' studies (2003, 2010, 2013) about visual culture, understood as the conceptions inherent to the culture of a society, manifested in its visual form. Within the visual culture, the term visuality was assumed, defined as the discourses that inform us about the way we see. Based on a qualitative approach, three collections of textbooks were analyzed in this research, totaling 12 books. All the content of Geometry that permeated the chapters of Algebra, Arithmetic, Probability and Statistics was classified according to the functions it performs, namely: illustrative, formative, explanatory, demonstrative, representative and mental image function. Results reinforce the historical and cultural character of Geometry by highlighting the use of geometric figures as part of the visual discourse of the classroom. In some contents of Algebra and Arithmetic, Geometry has established itself as a visual practice that composes the ways students of basic education look at it. Therefore, it is possible to affirm that Geometry and geometric figures are linked to other fields of Mathematics with the purpose of favoring learning. Geometry is inserted several times, mainly in Algebra and Arithmetic fields, as an attempt to facilitate teaching of some abstract concepts, illustrating them by geometric figures. Also, it was observed that there is a process of “degeometrization”, meaning, there is a tendency to decrease the amount of geometric figures due to algebraic rigor.

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