Currículos de licenciatura em matemática: análise do ensino de números racionais na forma fracionária à luz da teoria antropológica do didático

Mariana Rocha; Edelweis Jose  Tavares Barbosa

doi:10.37001/EMR-RS-v.1-n.27-2026.4825

Authors

Mariana Ferreira de Souza Rocha marianafsr2025@gmail.com
Federal University of Pernambuco https://orcid.org/0009-0002-3621-3836 http://lattes.cnpq.br/0368845753507861
Edelweis José Tavares Barbosa edelweis.barbosa@ufpe.br
Federal University of Pernambuco https://orcid.org/0000-0001-6032-9367 http://lattes.cnpq.br/7801037640622064

10.37001/EMR-RS-v.1-n.27-2026.4825

Keywords:

Teaching fractions, Mathematical praxeology, Bachelor's degree, Epistemological Reference Model, Anthropological Theory of Didactics

Abstract

This study aimed to analyze the approach to rational numbers in fractional form in the curricula of undergraduate mathematics courses in the Agreste region of Pernambuco. Grounded in the Anthropological Theory of Didactics (ATD), the research adopts a qualitative and documentary approach, examining Course Pedagogical Projects (CPPs), curricular matrices, and lesson plans from three institutions in the region. The results show a predominance of praxeologies centered on operational techniques, with limited explanation of the technologies and theories that underpin the concept of fractions, configuring a Dominant Epistemological Model (DEM). Although there is formal alignment with the National Curriculum Guidelines (DCN) and the BNCC (National Common Core Curriculum), weaknesses are observed in the articulation between mathematical knowledge and didactic practice. As a contribution, the Reference Epistemological Model (REM) is proposed as a possibility for curricular reorganization in initial teacher training.

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Author Biographies

Mariana Ferreira de Souza Rocha, Federal University of Pernambuco

I hold a Bachelor's degree in Mathematics from the State University of Paraíba (UEPB) and a specialization in Science and Mathematics Education for Living in the Semi-Arid Region from the Federal University of Campina Grande (UFCG). Currently, I am pursuing a postgraduate degree in Science and Mathematics Education at the Federal University of Pernambuco (UFPE). During my academic career, I worked as a scholarship recipient in the Institutional Scholarship Program for Teaching Initiation (PIBID) and served as a teaching assistant in the subjects of Mathematics Teaching Laboratory and Digital Technology in Mathematics Education. I also participated in several educational events. My strengths include good communication, excellent interpersonal skills, initiative, and ease of learning, which has allowed me to acquire extensive experience in the academic field. My main objective is to develop new skills and expand my knowledge, seeking professional and personal fulfillment. In this way, I aim to provide a better quality of life for my family.
Edelweis José Tavares Barbosa, Federal University of Pernambuco

Holds a degree in Mathematics from the Faculty of Teacher Training of Belo Jardim (2003), a master's degree in Science Teaching and Mathematics Education from the State University of Paraíba (UEPB, 2011), a doctorate in Science and Mathematics Teaching from the Federal Rural University of Pernambuco (UFRPE, 2017), and a post-doctorate from the Federal University of Mato Grosso do Sul (UFMS, 2023). Currently, he is an Associate Professor at the Academic Center of Agreste (CAA) of the Federal University of Pernambuco (UFPE), working in the Mathematics Licentiate program and in the Postgraduate Programs in Science and Mathematics Education (PPGECM), as a permanent professor, and in Mathematics and Technological Education (EDUMATEC-UFPE), as a collaborating professor. Her research focuses on Didactics and Methodology of Science and Mathematics Teaching. She has experience in higher education and basic education, having worked in programs such as PARFOR (National Plan for Teacher Training in Basic Education), RENAFOR (National Network for Continuing Teacher Training), and PIBID (Institutional Program for Teaching Initiation Scholarships). Since 2017, she has led the Research, Extension, and Teacher Training Center of the Pernambuco Agreste region (NUPEFAP) and coordinates the Science and Mathematics Teaching course in the distance learning/UAB modality. She is a member of GT 14 of the Brazilian Society of Mathematics Education (SBEM) and is part of research groups such as the Meeting of Studies in Didactics of Mathematics (REDE) and the Didactic Phenomena in the Mathematics Classroom group. He conducts research in the field of Mathematics Education and Didactics, with an emphasis on Didactic Transposition, Didactic Contract, Didactic Obstacles, Anthropological Theory of Didactics (ATD), and Theory of Didactic Situations (TSD). His interests encompass teaching and learning methods and techniques, focusing on arithmetic, algebra, curriculum, teacher training, and the use of textbooks.

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