Photographic images in mathematics teaching: a study based on the 'Matematica Bianchini' collection

Abstract

This article aims to understand how the photographic images available in the textbook can contribute to the teaching and learning of Mathematics as a resource in the construction of knowledge. The problem stems from the following question: how can photographic images in Mathematics textbooks contribute to the teacher's pedagogical practice and to Mathematics learning? As a theoretical contribution, the studies of Barthes, Santaella, Sacristán, Fernandes, Belmiro, among others, stand out. This is an investigation with a qualitative approach, of the documentary and interpretative type, where the photographic images contained in the Mathematical Bianchini collection, for the final years of Elementary School, were analyzed through the imagery reading method proposed by Barthes (1990). As contributions, it is evident that, in addition to the merely illustrative function, photographic images can be used as an auxiliary pedagogical resource in the construction of knowledge, both to highlight application contexts, as well as to propose research activities, enabling the development of reflection- criticism, dialogue and respect, important for human development. It is also noteworthy that the use of photographic images enables interdisciplinary work, when dialoguing with other areas of knowledge, thus being a powerful resource in teaching and learning activities.