Análise de uma seqüência didática para a aprendizagem do conceito de função afim

Detalhes bibliográficos
Ano de defesa: 2007
Autor(a) principal: DORNELAS, Julienne Jane Barbosa lattes
Orientador(a): SANTOS, Marcelo Câmara dos
Banca de defesa: FERREIRA, Verônica Gitirana Gomes, MENEZES, Josinalva Estácio, MENEZES, Anna Paula de Avelar Brito
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal Rural de Pernambuco
Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
Departamento: Departamento de Educação
País: Brasil
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5908
Resumo: The purpose of this research was to investigate the effect of the use of a sequence of activities related to the concept of the affine function in an authentic context of problem solution with students in the first year of secondary school. The sequence was composed of two groups of activities, designed to emphasize the understanding of the notion of variation among linear magnitudes, emphasizing the relationship between how these can represent the affine function in natural language, graphically, algebraically, and on a table. The literature researched indicates that the study of situations which introduce the concept of function by means of magnitudes which vary, one depending on the other, help to build the concept of the affine function. The design and application of the didactic sequence was based on Guy Brousseau’s (1892) Theory of Didactical Situations in Mathematics. According to him the phenomena controlling the teaching-learning process involves three poles: the teacher, the student, and the knowledge. Learning about a mathematical object is directly linked to the student’s involvement in the search for a solution to a problem by means of a teaching situation elaborated by the teacher. This sequence was used with a group for first year secondary students in a public school in the city of Recife, Pernambuco (Brazil). The results obtained led us to the conclusion that there was an improvement in the students’ concepts related to the affine function, aided by the understanding of the relationship between the dependent and independent variables and by the connections between the different ways of representing the function.