{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/13"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/13","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"O uso da calculadora na sala de aula: uma análise do livro didático adotado no município de Mari/PB","abstract":"Analyze the activities presented in mathematics textbooks collection of Edwaldo Bianchini, involving the use of the calculator, the guidelines presented in the National Mathematics Curriculum for Elementary Education (NCP) is the overall goal of this research. The issues that gave rise to this study are: How are presented calculator activities involving the collection in mathematics, one of the collections taken in the public schools of Mari / PB? The activities proposed in the collection are in agreement with the proposals of the National Curriculum Parameters - NCP? The way they are addressed tobring contributions facilitate learning the content covered? This study is a descriptive, exploratory, qualitative approach to analysis. Used as theoretical support the National Curriculum for Elementary School Mathematics (BRAZIL, 1998), as well as the benchmarks proposed by Ponte & Cebola (2008), Van de Walle (2009), Follador (2007), among others. As a result we find that the collection has few activities that involve the use of the calculator as a teaching or didactic proposal. Thus there is content that is not addressed in the collection with the help of the calculator, as suggested by the NCP, is the case of irrational numbers, the radiciação and treatment information. In this sense, because of activities related to the use of the calculator in that collection are few, including refraining content suggested by the NCP, we suggest that teachers are not limited to textbook and look for other ways to address the mathematical content with their students, to obtain an education is different, and consequently an innovative learning interesting and meaningful for students of elementary school in the city of Mari.","abstract_html":"Analyze the activities presented in mathematics textbooks collection of Edwaldo Bianchini, involving the use of the calculator, the guidelines presented in the National Mathematics Curriculum for Elementary Education (NCP) is the overall goal of this research. The issues that gave rise to this study are: How are presented calculator activities involving the collection in mathematics, one of the collections taken in the public schools of Mari / PB? The activities proposed in the collection are in agreement with the proposals of the National Curriculum Parameters - NCP? The way they are addressed tobring contributions facilitate learning the content covered? This study is a descriptive, exploratory, qualitative approach to analysis. Used as theoretical support the National Curriculum for Elementary School Mathematics (BRAZIL, 1998), as well as the benchmarks proposed by Ponte & Cebola (2008), Van de Walle (2009), Follador (2007), among others. As a result we find that the collection has few activities that involve the use of the calculator as a teaching or didactic proposal. Thus there is content that is not addressed in the collection with the help of the calculator, as suggested by the NCP, is the case of irrational numbers, the radiciação and treatment information. In this sense, because of activities related to the use of the calculator in that collection are few, including refraining content suggested by the NCP, we suggest that teachers are not limited to textbook and look for other ways to address the mathematical content with their students, to obtain an education is different, and consequently an innovative learning interesting and meaningful for students of elementary school in the city of Mari.","abstract_has_math":false,"creators":["Pequeno, Maria José da Silva."],"institution":"Matemática","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-09","date_published":"2012-08-09","updated_at":"2026-07-24T01:17:51Z","subjects":["Uso da calculadora","Métodos matemáticos","Using the calculator","Mathematical methods"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/13","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pequeno, Maria José da Silva."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-08-09T12:27:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-08-09T12:27:52Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-08-09"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Matemática"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Uso da calculadora","Métodos matemáticos","Using the calculator","Mathematical methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/13"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Analyze the activities presented in mathematics textbooks collection of Edwaldo Bianchini, involving the use of the calculator, the guidelines presented in the National Mathematics Curriculum for Elementary Education (NCP) is the overall goal of this research. The issues that gave rise to this study are: How are presented calculator activities involving the collection in mathematics, one of the collections taken in the public schools of Mari / PB? The activities proposed in the collection are in agreement with the proposals of the National Curriculum Parameters - NCP? The way they are addressed tobring contributions facilitate learning the content covered? This study is a descriptive, exploratory, qualitative approach to analysis. Used as theoretical support the National Curriculum for Elementary School Mathematics (BRAZIL, 1998), as well as the benchmarks proposed by Ponte & Cebola (2008), Van de Walle (2009), Follador (2007), among others. As a result we find that the collection has few activities that involve the use of the calculator as a teaching or didactic proposal. Thus there is content that is not addressed in the collection with the help of the calculator, as suggested by the NCP, is the case of irrational numbers, the radiciação and treatment information. In this sense, because of activities related to the use of the calculator in that collection are few, including refraining content suggested by the NCP, we suggest that teachers are not limited to textbook and look for other ways to address the mathematical content with their students, to obtain an education is different, and consequently an innovative learning interesting and meaningful for students of elementary school in the city of Mari."]},{"key":"dc:title","label":"Title","values":["O uso da calculadora na sala de aula: uma análise do livro didático adotado no município de Mari/PB"]}]}],"canonical_facts":{"dc:creator":["Pequeno, Maria José da Silva."],"dc:date.accessioned":["2012-08-09T12:27:52Z"],"dc:date.available":["2012-08-09T12:27:52Z"],"dc:date.issued":["2012-08-09"],"dc:description.abstract":["Analyze the activities presented in mathematics textbooks collection of Edwaldo Bianchini, involving the use of the calculator, the guidelines presented in the National Mathematics Curriculum for Elementary Education (NCP) is the overall goal of this research. The issues that gave rise to this study are: How are presented calculator activities involving the collection in mathematics, one of the collections taken in the public schools of Mari / PB? The activities proposed in the collection are in agreement with the proposals of the National Curriculum Parameters - NCP? The way they are addressed tobring contributions facilitate learning the content covered? This study is a descriptive, exploratory, qualitative approach to analysis. Used as theoretical support the National Curriculum for Elementary School Mathematics (BRAZIL, 1998), as well as the benchmarks proposed by Ponte & Cebola (2008), Van de Walle (2009), Follador (2007), among others. As a result we find that the collection has few activities that involve the use of the calculator as a teaching or didactic proposal. Thus there is content that is not addressed in the collection with the help of the calculator, as suggested by the NCP, is the case of irrational numbers, the radiciação and treatment information. In this sense, because of activities related to the use of the calculator in that collection are few, including refraining content suggested by the NCP, we suggest that teachers are not limited to textbook and look for other ways to address the mathematical content with their students, to obtain an education is different, and consequently an innovative learning interesting and meaningful for students of elementary school in the city of Mari."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/13"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Uso da calculadora","Métodos matemáticos","Using the calculator","Mathematical methods"],"dc:title":["O uso da calculadora na sala de aula: uma análise do livro didático adotado no município de Mari/PB"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:17:51Z"}