The teaching of conic parabola: an approach via Intuitive Categories and Theory of Didactic Situations

• Autor(a) principal: Sousa, Renata Teófilo de
• Data de Publicação: 2023
• Outros Autores: Alves, Francisco Régis Vieira, Aires, Ana Paula, Catarino, Paula Maria Machado Cruz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v15i3.31456

This work is the result of an experiment carried out during a master’s course in Brazil, which discusses the teaching of the parable and its particularities in the initial training of undergraduate students in Mathematics. With regard to the teaching of conics and, in particular, the parable from the perspective of Analytical Geometry, there are few applications seen in the classroom, both in Basic Education and in Higher Education in the Brazilian context, which justifies our choice for this theme. We used the Theory of Didactic Situations and the Categories of Intuitive Reasoning as a theoretical support in the structuring of a teaching situation to the development of the theme. Its objective is to recognize possible didactic obstacles and student gaps in initial training, based on the manifestation of intuitive categories in the resolution of a didactic situation with the support of the GeoGebra software. The methodology adopted was Didactic Engineering in its four phases, experimented with eight students in initial training at a public university in face-to-face format. The a posteriori analysis and validation of the experiment, based on observation and data collection, allowed us to verify the need to discuss the parable, articulating its geometric, algebraic, and analytical views in the curricula, as well as to reinforce the importance of its teaching with the use of technology.