Explorando as Relações entre Função Afim e Progressão Aritmética

• Ano de defesa: 2021
• Autor(a) principal: Eiriz, Douglas Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Matemática em Rede Nacional; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Matemática em Rede Nacional
• Palavras-chave em Português: Ensino; funções; função afim; sequências; progressão aritmética; subject.br-rjbn; Matemática
• Link de acesso: http://repositorio.ufes.br/handle/10/14623

It’s noteworthy the great advance occurred in Mathematics teaching along the latest decades, but there are many challenges to be faced by the teachers yet, since the discipline is still considered one of the main responsible for the high failure rates among students. Much of this, is due to the way, sometimes impoverished, which the discipline is taught, or even, due to the lack of contextualization and interrelationships between the various contents, either through didactic material or even by the student’s unpreparedness. So, this work aims to explore some existing relationships between the themes of Affine Function and Arithmetic Progression, through the construction of students’ thinking. In general, the present study is defined by a qualitative research based on a didactic sequence that consists of selecting a sample of students from the 1st high school year in a state public school; review the proposed themes; apply a research instrument activity; and a moment to return to the students and analyze the activities. The final aim is to arouse them the idea that both, the content of affine function and arithmetic progression are related by some peculiarities and that there are problems which can be modeled and solved by both themes. Finally, an analysis of the entire exploratory activity will be presented, considering the solutions proposed by the students, whether it’s right or wrong. After analyzing all data, the results showed how important it is to use this type of relation between contents, previously considered different, for the students’ knowledge to be constructed.