EPISTEMOLOGICAL OBSTACLES RELATED TO THE CONCEPT OF FUNCTION REVEALED IN HIGH SCHOOL STUDENTS

• Autor(a) principal: Antunes, Priscila Cruz
• Data de Publicação: 2023
• Outros Autores: Moraes, Mônica Suelen Ferreira de, Costa, Dailson Evangelista
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• DOI: 10.26571/reamec.v11i1.16906
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16906
• topic: Obstáculos Epistemológicos; Educação Matemática; Conceito de Função; História da Matemática; Bachelard; Obstáculos Epistemológicos; Educación Matemática; . Concepto de Función; Historia de las Matemáticas; Bachelard; Epistemological Obstacles; Mathematical Education; Concept of Function; History of Mathematics; Bachelard

This article aims to identify epistemological obstacles in the process of constructing the concept of function based on obstacles listed by Sierpinska (1992). Initially, we present a synthetic overview of the notion of epistemological obstacles as grounded in Bachelard (1996) and discuss how Brousseau (1986) systematized the concept of epistemological obstacle in Mathematics Education. Consequently, we present the 16 epistemological obstacles of function listed by Sierpinska (1992), our main theoretical reference. To achieve our objective, we developed a questionnaire that allowed us to analyze how the obstacles identified by the aforementioned author are also present and in what way they appear in the current student population of our region. The research conducted is focused on the context of High School, more specifically, with students who were attending the 1st year of the Instituto Federal Goiano (IF Goiano), located in the municipality of Campos Belos-GO. The results indicate that some epistemological obstacles presented by Sierpinska (1992) are still resistant when students learn about the concept of function in High School.