Binomial and Emotions: an analysis of Mathematical Practice from the perpective of Didactic Repute Criteria

Abstract

This article aims to present a system of theoretical notions used to describe, evaluate and compare how two public and private Basic Education female teachers in the municipality of Vitória da Conquista – Bahia, Brazil, have directed their attention to emotions in their mathematical practices, when they had worked on the same mathematical content: Binomial. Within a qualitative approach, participant observation was used as the main data production technique, aided by field diary and audio recorder instruments. By establishing a general and comparative analysis between the observed practices, in the light of theoretical framework of Didactic Repute Criteria (DRC), we have found that the teacher who has given the best attention to the affective criterion, from the undertaking of motivating activities, had, consequently, the uplift of other criteria of suitability in his mathematical practice as well.