Understanding the textbook: Reflections in the field of mathematics education

Abstract

This theoretical essay presents reflections about the textbook (TB) as a material widely used in the teaching and learning of Mathematics, aiming to present a perspective on what constitutes a TB and the different roles it assumes in school practice. In this sense, we start from its understanding as a didactic, curricular, and school material to characterize it as a resource that is not neutral and central in disseminating formal knowledge that is the school’s responsibility. Therefore, it is a component of its culture. We emphasize that the use of this material in the classroom mobilizes its different roles, namely: curricular, ideological-cultural reference, source of theoretical and methodological knowledge and scientific dissemination, as well as the role of the teacher in this particular resource, highlighting his critical performance when using TB in classroom practice, either with a reproduction character, adaptation, or improvisation. We conjecture that properly articulating TB-related attributes will favour the teacher’s practice and assist in students’ learning, directing educational institutions to a work that achieves their main objectives.

Keywords

• Articulation of material and textbook
• Role of the textbook
• Teacher-textbook relationship
• PNLD