Critérios para seleção de livros didáticos: um olhar a partir das concepções de matemática e seu ensino de dois professores do 6° ano do ensino fundamental

Textbooks are curriculum materials frequently used by mathematics teachers and are inserted into the context of proposed curriculum. This article aims to analyze the criteria used by two mathematics teachers in selecting textbooks and the relationship of these criteria with their conceptions of mathematics and its teaching. It is a qualitative study in which data were collected through a questionnaire, classroom observations, and semi-structured interviews. The results indicate that conceptions tend to guide what teachers observe and value in textbooks. One of our conclusions suggests that textbook authors need to follow the principles of accessibility, relevance, and transparency in their communication with these professionals. A textbook lacking these principles may restrict the teacher when using its resources.