The present work is an investigation of a qualitative approach carried out in high
school mathematics textbooks, about the exploration given to the Euler Number in
these literatures from the following guiding question: What do high school
mathematics textbooks present about the Euler Number? The general objective is to
inventory the ways in which the Euler Number is presented in high school textbooks.
Supported by the principles of bibliographic research and categorization processes,
an inventory was carried out on the Euler Number in four collections of high school
mathematics textbooks, with six volumes in each of them and belonging to the
National Textbook Program (PNLD). From the results it is highlighted that only three
textbooks address the Euler Number, some contextualizing the history and relevant
aspects, however this presentation takes place in association with other thematic
areas, without specific development of the subject; perspectives are also pointed out
regarding the concise relationship that must exist between the textbook and the
National Curricular Common Base (BNCC), as a possibility for the development of
teaching and learning in basic education.
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