ENSINO E APRENDIZAGEM DA FUNÇÃO EXPONENCIAL POR MEIO DE ATIVIDADES INV ESTIGATIVAS E DO USO DE OBJETO DE APRENDIZAGEM

• Autor(a) principal: Bonotto, Aline Kempa
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/679
• topic: Função Exponencial; Investigação Matemática; Objeto de Aprendizagem; Generalizações de padrões; Ensino e Aprendizagem de Matemática; exponential function; Mathematical investigations; Learning object; Generalizations patterns; Teaching and Learning of Mathematics; Física e Matemática

This study aimed to analyze a Exponential Function teaching proposal mediated by the use of technological resources and Learning Object to foster the development of investigative skills in the learner. Survey participants were students in a class of second year of high school Integrated Technical of a Federal School of São Vicente do Sul / RS, which performed in the classroom and in the computer lab, a teaching sequence developed by teacher-researcher to investigate whether the teaching of exponential functions mediated by the use of a learning object favors the development of investigative skills in the learner. The references are initiated with an analysis of dissertations that worked the same theme, with the same teaching methodology, or even with the same educational resources. Following is given reference the Information and Communication Technologies (ICT) based on Freitas et al. (2007), National Curriculum Standards (1988) and Oliveira (2009). The software Geogebra, according to the ideas of Days (2009) and Bridge (2009). Learning objects are addressed according to the ideas of Willey (2002), Fabreet al. (2003), Santos (2007), IEEE (2000) and Nunes (2004) .The Mathematical investigations in the classroom are discussed second bridge, Brocardo and Oliveira (2009). Finally, it is presented a brief explanation of the development of algebraic thinking and the generalization of standards by Vale et al. (2005), Blanton and Kaput (2005), Fiorentini et al. (1993), Mason (1996), Bridge et al (2006) and the National Curriculum Standards 1988).The research is qualitative in nature and had, as data collection instruments, participant observation during the development of the activities performed by the students, the daily researcher from the field and document analysis and questionnaire with open questions. The activities in the classroom followed the steps of methodological perspective of Mathematical Research offered by Bridge, Brocardo and Oliveira (2009). The steps of this methodological proposal are: introduction of the task, the development of activities and final discussion of the results. The activities were organized in sessions of blocks (I, II and III) and grouped in order to search for patterns and generalization of algebraic thinking and the construction of the concept of the exponential function through technological resources. The results indicated that the proposed methodology favors the development of investigative skills in the learner, it helps with the investigative spirit of the students, promoting the argument capacity during justification of conjecture and debate. The activities still oportunizaram the establishment of relations between everyday situations with mathematical representations through the exponential function. There were also students' difficulties in constructing and interpreting graphs and describe in writing the reasoning used and the lack of the use of formal mathematical language, but does not compromise the survey. Therefore, based on the results of the research, it is believed that the exponential functions mediated by the use of a learning object favors the development of investigative skills in the learner.