Analysis of High School Mathematics Textbooks: the Presence of Digital Technologies for the Content of Functions

Abstract

Currently, the use of Digital Information and Communication Technologies (TDIC’s) as a didactic resource for teaching and learning processes, particularly in Mathematics, is already a reality. In this context, the objective of this article was to analyze the presence of TDIC’s, in seven collections of high school textbooks, in the period from 2015 to 2017, referring to the content of functions: related, quadratic, exponential and logarithmic. Such collections were chosen based on the catalog of textbooks for high school, approved by the National Textbook Plan (PNDL) and using these collections at the authors' institution. Through a Qualitative research, with an exploratory nature and having documentary research as a technical procedure. As support to analyze the books, we use the following official national documents: National Curriculum Parameters (PCN’s), the Curriculum Guidelines for Secondary Education (OCEM), PCN’s + and the Common National Curricular Base (BNCC). From them, we elaborated a reference analysis matrix. This matrix sought to summarize, in books, the presence of TDIC’s and elements / characteristics for the use of TDIC’s in the teaching of mathematics. The main results showed that, of the seven books, six suggest the use of free software and calculators. No book mentions the use of smartphones and tablets. We also found that there is an effective lack of the presence of TDIC’s, in order to indicate a need for greater didactic-pedagogical interlocutions for teaching functions in high school with various tools.