The Exponential Function in an Interdisciplinary Context: Reflections Based on Textbooks from the PNLD 2026-2029
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4309Keywords:
Mathematics, Exponential Function, Interdisciplinarity, Textbook, PNLDAbstract
This article aims to investigate the extent to which the PNLD 2026–2029 Mathematics textbooks address and develop the topic of Exponential Functions from an interdisciplinary perspective. The theoretical framework is grounded in discussions on interdisciplinarity by Drake (2021), Sokolowski (2021), Tytler et al. (2021), and Williams and Roth (2021), as well as in studies that emphasize the integration of different subject areas for the development of the study of Exponential Functions. Methodologically, this is a qualitative, documentary study centered on the analysis of nine textbook collections approved by the PNLD. For each collection, levels of interdisciplinarity were identified through qualitative analysis of the texts and by examining the proportion of interdisciplinary examples and activities. The results indicate varying levels of integration between Mathematics and other subject areas, ranging from unidisciplinary approaches to more robust proposals of conceptual articulation. It is concluded that, despite localized advances, interdisciplinarity depends largely on teacher mediation to be effectively realized as a pedagogical practice, highlighting the need for stronger integration among theory, context, and educational practice.
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