Pre-appropriation of games about the first-degree equation proposed in textbooks

Abstract

This article results from a master’s thesis developed in the Postgraduate Program in Science Teaching, whose objective was to analyze the pre-appropriation of games for teaching first-degree equations by mathematics teachers, proposed in textbooks approved by the National Program of the Textbook. The research was guided by the model of appropriation of a new resource, structured in three phases (pre-appropriation, original appropriation, and reappropriation), and the reflective methodology was used based on the Documental Approach to Didactics. This article is limited to analyzing the pre-appropriation phase of the games. Two mathematics teachers from the final years of the elementary school in the municipal network of Recife, Pernambuco, participated in the research. The results highlight the influence of mathematical knowledge for teaching in the instrumentalization process of the games and the different types of planned instrumental orchestrations, in particular, for the use of the equivalent equations game in the classroom.