Analysis of Alleged Interdisciplinary Proposals Regarding the Related Function in Textbooks

This work investigated the interdisciplinary intentionality present in Mathematics textbooks intended for high school, materialized in didactic proposals for teaching the related function. The choice of the related function is justified by its versatility and broad articulation with concepts from Natural Sciences. The analysis of the “supposed interdisciplinary didactic proposals” had theoretical support from the perspectives of interdisciplinary authors. This is a qualitative empirical research, in which the chapters focused on the related function in 6 didactic works were analyzed. In this context, the objective of this work is to answer the following question: Do the textbooks approved in PNLD 2019 address the related function through strategies with the potential for developing teaching from an interdisciplinary perspective? It was found that some approaches signaled an interdisciplinary intention; however, this intention often did not go beyond the simple application of exercise-solving techniques or simplistic associations in the student's daily life. Even though most of the works presented important elements related to the interdisciplinary bias, such as contextualization and the use of Contemporary Themes. Gaps were identified in the proposition of activities with active demand from the student in resolving problem situations.

Keywords/Palabras clave
Interdisciplinarity; PNLD; Mathematic; 1st degree function