O estudo da função afim no ensino médio com apoio de uma atividade experimental

• Autor(a) principal: Selingardi, Ainá Montessanti
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/7080
• topic: Modelagem matemática; Experimentos; Engenharia didática; Function In order; Experiment; Mathematical Modeling; Interdisciplinarity; Didactic Engineering; CIENCIAS EXATAS E DA TERRA::MATEMATICA

To contribute to overcoming the difficulties related to the teaching of the concept of function and its applications, build an interdisciplinary didactic proposal. I delimited my job choosing the theme affine function, which is usually presented to students in the 1st year of high school. To validate the pedagogical product presented, I used the basic guidelines proposed by the Didactic Engineering. I developed an experimental activity of chemistry in which the resulting function is the type order. During the experiment of applying students have organized themselves into groups. Each group performed the experiment, collected the figures composing a table. The data analysis begins with the layout of the data as points on a Cartesian plane. The linear pattern was observed and these points using algebraic resources, students obtained an expression of affine function. In a second phase the same data is handled with the help of a computational tool. The application has ended with socializing the results of each group. I noticed that these activities give students a chance to better build the concept of function. I saw that they had to see for themselves what were the variables involved, and what was the independent variable and which was dependent. Also they had transit of opportunity between various types of representation in an interdisciplinary context, noting the reason for each passage. Another difficulty faced by students was handling not whole greatness and who had different absolute values and therefore built a chart that required care in relation to the adopted scale. I concluded that the application of this pedagogical product achieved the desired goals and that students were very interested in participating in this activity. I realize also that, after application of the experiment, my relationship with the class became closer and spontaneous, greatly improving our dialogue. To fellow teachers who want to apply this product in their teaching classes, I note that it is not easy to conduct a chemistry experiment, especially for those who have not been trained for this. This requires a mathematics teacher a lot of determination and patience. So I believe that the ideal situation is to combine with the teachers of the experimental subjects so that they can experiment and get the data. The math teacher would get the part to analyze this data. I conclude that my didactic proposal is validated and is very enriching for teaching functions.