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This paper describes a research aimed at problematizing cases of indication to the use of Base Ten Blocks (BTB) and Green Chips (GC) for the teaching and learning of the Arabic numeral system and of arithmetic operations. The cases analyzed are present in the five collections of Elementary School mathematics textbooks selected by the National Program of Textbook (PNLD), which were the most purchased by the Ministry of Education (MEC) in 2016, to supply the system of public education in Brazil during the triennium 2016-2018. The identified indications were classified in three types, and two of them were particularly problematized for presenting some type of limitation or confusion. Only one of the five collections studied did not present problems regarding manipulatives. [ABSTRACT FROM AUTHOR]

This article proposes an exercise of problematization and denaturalization of a math classroom that is born from research carried out with a cartographic approach, in which, when occupying the elementary school math classroom, questions are asked: what happens in a math classroom? Which mathematics happens in a classroom? The event is here in affinity with the philosophy of the event of Gilles Deleuze, in which event is that which cuts time off, drags it, breaks it. Events are possible worlds that erupt in the things that happen. To do so, the writing of this paper takes place in relation to an episode in a classroom, evoking events that involve mathematical production, "mistakes" and learning, experiencing engendering of learning in the learning process. This writing involves two problematizing movements: the first one unfolds the problem of connection between learning and teaching in mathematical education; the second one in which, by the force of the event in the math classroom, the connection between learning and teaching as something necessary is under suspicion since it suffers an inflection in tradition in and of a mathematical education. [ABSTRACT FROM AUTHOR]