Sentido espacial nos anos iniciais do ensino fundamental: uma análise de livros didáticos de matemática

Abstract

The objective of this article is to analyze activities on spatial meaning in a collection of mathematics textbooks for the initial years of elementary school, approved by the National Textbook Program (PNLD/2023) and adopted by 2 public schools in Aracaju-SE. The methodology was based on a qualitative approach, with documentary analysis as a procedure for selecting and interpreting the data found in the selected collection. The study was carried out in two stages: the first referred to the survey of the general aspects of the collection and mapping of the number of chapters referring to the Spatial Sense. The second addressed the categorization, selection and analysis of activities on the topic, focusing on the spatial relations of position, location, direction, distance and perspective. The main results stand out: predominance of activities that address position and location relationships and lack of tasks related to distance, direction and perspective relationships. The authors' initiative in inserting specific chapters with activities on Spatial Sense was also observed. Given the importance of this theme for the development of geometric thinking, there is a need to expand tasks involving spatial relationships in the collection of textbooks, a tool widely used by teachers and students in schools.