Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Brito, Lilliane Araujo Lima
 |
| Orientador(a): |
Rosa, Marcos Grilo |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
| Programa de Pós-Graduação: |
Mestrado Profissional em Matemática
|
| Departamento: |
DEPARTAMENTO DE CIÊNCIAS EXATAS
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.uefs.br:8080/handle/tede/1332
|
Resumo: |
In view of the diffculties presented by first-year middle school students in the study of quadratic functions based on exercise lists content followed by examples and exercise resolution - We noted the need to investigate the contributions of other teaching strategies. The purpose of this work and propose a didactic sequence focused on the teaching of quadratic functions through the construction of toothpick bridge from the model of Gaebler and Veronez (2010), analyzing after the construction, characteristic features of a pair abolishes. Presenting an analysis of the results obtained through the elaboration of and applying a didactic sequence. It is noteworthy that this didactic sequence was developed in a class of the first year of high school in a public school located in the city of Alagoinhas- Ba. Supported by the class teacher 's diagnosis of an exercise proposed by the textbook atomic Mathematics adopted at school, and taking as its parameter an article on Atomic Mathematical Modeling We designed and applied a didactic sequence that was well received by the students. The results of The research suggests that the strategy of toothpick bridging contributed significantly to the teaching and learning process of quadratic functions of the class |
