Ensino aprendizagem de função afim via exploração, resolução e proposição de problemas com o uso do aplicativo Desmos em contexto remoto

• Autor(a) principal: Silva, Cicero Félix da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/4217
• topic: Ensino Remoto; Novas tecnologias na Educação; Ensino de matemática; CIENCIAS HUMANAS::EDUCACAO

The present work seeks to analyze the contributions of Exploration, Solving and Posing Problems for the teaching of affine function with the use of the Desmos Application, aiming at the construction of this mathematical concept and its relationship with everyday life. As theoretical contribution, we use the ideas of Andrade (1998; 2017), Silva (2013) and Brandão (2014), among other works that discuss the teaching-learning methodology of mathematics through Exploration, Solving and Posing Problems. We bring the great 5 ideas of the concept of function defended by Cooney, Beckmann and Lloyd (2010) and the possibilities of technologies in remote learning, discussing the main perspectives of their use. The field research study has a qualitative nature, in the form of pedagogical research according to Lankshear and Knobel (2008), in which the professor-researcher researches his own practice. We carried out the fieldwork remotely, understanding the current moment we are experiencing today and thinking about the contributions of this work to the teaching of mathematics. Data were collected from student records and recordings of each tem meetings were held, of two hours each, from October to November 2020. Classes were held remotely, due to the current moment in which we live. As research subjects, we had confirmed 16 participants, but, in the first meeting, only ten participated, all from a state school in the State of Paraíba. Among the research results, evidenced in the applications of the meetings, we realized that the work with the Exploration, Solving and Posing of Problems allowed the students to see more details in the concept of affine function, giving them the opportunity for a more consistent understanding. On the other hand, we realize that, in remote learning, interaction is scarce, when compared to the classroom environment. The visualization offered by Desmos made the students see more genuine details of the affine function graph. In view of everything we discussed and presented in this work, we had the privilege of rethinking our teaching practice and understanding that teaching is a continuous process, with ups and downs, but with the will and persistence we can achieve excellent results and contribute significantly to the lives of students.