Conceito de função: uma abordagem do processo ensino-aprendizagem

• Ano de defesa: 1997
• Autor(a) principal: Oliveira, Nanci de
• Orientador(a): Ag Almouloud, Saddo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Sequencia didatica; Recursos-meta; Educacao matematica; Matematica > Estudo e ensino; Funcao
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11176

Impelled by the verification, through preliminary studies (historical, epistemological and of didactic transposition of the function s concept...) of the existent of difficulties in the conceptual field of functions, we intended to elaborate a didactic sequence to the teaching-learning of the function s concept. We assumed that it s necessary to put the student in a non-didactic situation, in which he understands the notions of correspondence, dependence and variation, and uses the interplays between settings and changes in representation register, for the comprehension of what a function is. In such case, our objective was to build problem solving to improve the student s concepts about function, or rather, for them to have a qualitative evolution in the way they think about this notion. After the elaboration and prior analysis of the sequence, we employed it in students of the Engineering first year. The posterior analysis showed that we reached our objective with most of the students