Aplicações do Software GeoGebra ao ensino de funções

• Autor(a) principal: Oliveira, Marcelo Peres de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/10801
• topic: Information Technology education; Functions; Informática educacional; Funções; Matemática; 51

This work consists in the presentation of a possibility for the teaching of Functions from experimental constructions using GeoGebra software to assist the construction, visualization and comprehension of graphs of some functions. We present a didactic practice that brings activities in which the students have the opportunity to elaborate the graph of the functions and make modifications, having to think what to do in each situation and perceive the regularities, thus establishing research strategies. The activities presented were based on the author's experience in working with the initial high school grades in a private school in the State of Espírito Santo. We know that it is relevant at the same time to develop a computer culture within the school. As teachers, we must be aware that due to the growing computerization of society, the presence of computers in the educational institution should be examined with a reality that no longer has to discuss, but whose real meaning needs to be built. In pursuit of obtaining more effective learning, we must be prepared to manage and make effective use of these new technologies, observing their pros and cons, and as key elements of the teaching and learning process, always strive to reach a break even. Being the computer is one of the technological instruments used in the school environment, we carry out the study relating the computer, the study of the functions and its educational process school. Through a program with "drawing in motion" features, GeoGebra, we allow the student actions such as experimenting, interpreting, visualizing, inducing, guessing, abstracting, generalizing and finally demonstrating. We conclude that the use of new technologies in the classroom is a great ally in the teaching of mathematics, provided that adequate planning is done with objectives to be achieved.