Representations in the learning of the derivative of a function by secondary school students

• Autor(a) principal: Viseu, Floriano
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8649274
• topic: Aprendizagem da derivada de uma função; Representações; Alunos do ensino secundário; Learning of the derivate of a function; Representations; Secondary school students.

The main goal of this study is to verify the contribution that representations give to the learning of the derivateof a function by 11th grade students. Adopting a qualitative and interpretative approach, the data was collectedthrough the students’ resolution of tasks. The results indicate that, in spite generalized use of the algebraicrepresentation, the numerical, the tabular, and the graphic representations were also used. The numerical andalgebraic representations were used essentially to determine the image of a given object, in particular, in thecase of relative extremes. The graphic representation was used to compare a function with its derivate functionor whenever the students wanted a global image of the function behaviour. The tabular representation was usedessentially to study the monotony and the relative extremes of a function and, in some cases, in the conversionbetween the algebraic and the graphic representation.