Didactic engineering for the relationship between directly proportional quantities and linear functions: a preliminary analysis and an a priori analysis

• Autor(a) principal: Castro, Emanuela Moura de Melo
• Data de Publicação: 2023
• Outros Autores: da Silva, José Gleison Alves, Vasconcelos, Francisco Herbert Lima, Menezes, Daniel Brandão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.34624/id.v15i3.31104
• Texto Completo: https://doi.org/10.34624/id.v15i3.31104

This article presents a proposal for the teaching of mathematics, in view of enabling the relationship between the concepts of proportional quantities and functions. In this sense, it aims to present a didactic situation, based on the theory of didactic situations (TSD), which involves the syllabus of proportional quantities and functions. Didactic Engineering (ED) is used as a research methodology, limiting in this work to the phases of preliminary analysis and conceptions of didactic situations and a priori analysis. In the phase of preliminary analysis, it was proved, through studies in textbooks, that in the approach of the content of direct and inversely proportional quantities it predominates the use of the rule of three in problem solving, as well as having little relationship with other mathematics content such as linear functions. In the a priori analysis, in the conception of the didactic situation, in addition to the TSD, the Modellus software was used to support the visualization and interaction, through the modeling of a problem situation. As a perspective, the application of the didactic situation presented can contribute to the understanding of the student, regarding the relationship between proportional quantities and linear functions, as it uses a differentiated teaching methodology and makes use of new technologies to explore the visualization and interaction.