Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/7286 |
Resumo: | In this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, definitions are indispensable, since they provide forms of reasoning that make them useful as connecting elements of other representations. We are not referring to the simple act of enunciating a definition, but rather to the process in which the learner consciously uses it to interpret situations based on functional relations, a process we call the operationalization of function definition. Thus, this research is guided by the following research question: How could the operationalization of the function definition, admitted as a didactic-methodological element, favor the meaningful learning of the concept of function? To verify the hypothesis that the operation facilitates the articulation, and this, in turn, enables meaningful learning, we apply three didactic sequences, based on aspects favoring the operationalization. Twenty secondary students from a public school in the city of Manaus-AM were involved. The results, from the confrontation between a priori and a posteriori analyzes, that is one of the phases of didactic engineering, which was the adopted research methodology, suggest benefits to learning, which are due to the evolution of the use of a definition: from an inert definition, abandoned from any reasoning immediately after stated, to an operational definition, used as a guiding source of functional thinking. We conclude that an operational definition could be seen as a triggering element of the process of meaningful learning of the concept of function. |
id |
UTFPR-7_9da9b1740c3665be27ef0731e379434d |
---|---|
oai_identifier_str |
oai:periodicos.utfpr:article/7286 |
network_acronym_str |
UTFPR-7 |
network_name_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository_id_str |
|
spelling |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of functionOperacionalização da definição de função: um processo desencadeador da aprendizagem significativa do conceito de funçãoEnsino: Ensino de Ciências e MatemáticaOperacionalização da definição; Conceito de função; Representação semiótica; Imagem conceitual; Aprendizagem significativa.Operationalization of the definition; Concept of function; Semiotic representation; Conceptual image; Meaningful learningIn this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, definitions are indispensable, since they provide forms of reasoning that make them useful as connecting elements of other representations. We are not referring to the simple act of enunciating a definition, but rather to the process in which the learner consciously uses it to interpret situations based on functional relations, a process we call the operationalization of function definition. Thus, this research is guided by the following research question: How could the operationalization of the function definition, admitted as a didactic-methodological element, favor the meaningful learning of the concept of function? To verify the hypothesis that the operation facilitates the articulation, and this, in turn, enables meaningful learning, we apply three didactic sequences, based on aspects favoring the operationalization. Twenty secondary students from a public school in the city of Manaus-AM were involved. The results, from the confrontation between a priori and a posteriori analyzes, that is one of the phases of didactic engineering, which was the adopted research methodology, suggest benefits to learning, which are due to the evolution of the use of a definition: from an inert definition, abandoned from any reasoning immediately after stated, to an operational definition, used as a guiding source of functional thinking. We conclude that an operational definition could be seen as a triggering element of the process of meaningful learning of the concept of function.Neste artigo, discute-se a importância da definição de função para a aprendizagem significativa do conceito de função. A articulação das múltiplas representações desse conceito possibilita sua apreensão, por isso favorecer a articulação torna-se fundamental. Acredita-se que, para alcançar a articulação, as definições são indispensáveis, já que elas propiciam formas de raciocínio que as tornam úteis como elementos de ligação das demais representações. Não estamos nos referindo ao simples ato de enunciar uma definição, mas sim ao processo no qual o aprendiz a utiliza conscientemente para interpretar situações pautadas em relações funcionais, processo que chamamos de operacionalização da definição de função. Assim, o presente trabalho norteia-se pela seguinte questão de pesquisa: Como a operacionalização da definição de função, admitida como elemento didático-metodológico, pode favorecer a aprendizagem significativa do conceito de função? Para verificarmos a hipótese de que a operacionalização facilita a articulação, e esta, por sua vez, viabiliza a aprendizagem significativa, aplicamos três sequências didáticas, baseadas em aspectos favorecedores da operacionalização. Vinte alunos de primeiro ano do Ensino Médio de uma escola pública da cidade de Manaus-AM foram envolvidos. Os resultados, oriundos da confrontação entre as análises a priori e a posteriori, uma das fases da Engenharia Didática, metodologia de pesquisa adotada, sugerem benefícios à aprendizagem, que se devem à evolução do uso da definição: de uma definição inerte, abandonada de qualquer raciocínio logo após enunciada, para uma definição operacional, utilizada como fonte orientadora do pensamento funcional. Conclui-se que uma definição operacional pode ser vista como um elemento desencadeador do processo de aprendizagem significativa do conceito de função.Universidade Tecnológica Federal do Paraná (UTFPR)Santos de Souza, Jerson Sandrode Oliveira Souza, Leandro2019-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/728610.3895/rbect.v12n3.7286Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019)1982-873X10.3895/rbect.v12n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/7286/pdfDireitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:40:46Zoai:periodicos.utfpr:article/7286Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:40:46Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function Operacionalização da definição de função: um processo desencadeador da aprendizagem significativa do conceito de função |
title |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
spellingShingle |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function Santos de Souza, Jerson Sandro Ensino: Ensino de Ciências e Matemática Operacionalização da definição; Conceito de função; Representação semiótica; Imagem conceitual; Aprendizagem significativa. Operationalization of the definition; Concept of function; Semiotic representation; Conceptual image; Meaningful learning |
title_short |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
title_full |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
title_fullStr |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
title_full_unstemmed |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
title_sort |
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function |
author |
Santos de Souza, Jerson Sandro |
author_facet |
Santos de Souza, Jerson Sandro de Oliveira Souza, Leandro |
author_role |
author |
author2 |
de Oliveira Souza, Leandro |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Santos de Souza, Jerson Sandro de Oliveira Souza, Leandro |
dc.subject.por.fl_str_mv |
Ensino: Ensino de Ciências e Matemática Operacionalização da definição; Conceito de função; Representação semiótica; Imagem conceitual; Aprendizagem significativa. Operationalization of the definition; Concept of function; Semiotic representation; Conceptual image; Meaningful learning |
topic |
Ensino: Ensino de Ciências e Matemática Operacionalização da definição; Conceito de função; Representação semiótica; Imagem conceitual; Aprendizagem significativa. Operationalization of the definition; Concept of function; Semiotic representation; Conceptual image; Meaningful learning |
description |
In this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, definitions are indispensable, since they provide forms of reasoning that make them useful as connecting elements of other representations. We are not referring to the simple act of enunciating a definition, but rather to the process in which the learner consciously uses it to interpret situations based on functional relations, a process we call the operationalization of function definition. Thus, this research is guided by the following research question: How could the operationalization of the function definition, admitted as a didactic-methodological element, favor the meaningful learning of the concept of function? To verify the hypothesis that the operation facilitates the articulation, and this, in turn, enables meaningful learning, we apply three didactic sequences, based on aspects favoring the operationalization. Twenty secondary students from a public school in the city of Manaus-AM were involved. The results, from the confrontation between a priori and a posteriori analyzes, that is one of the phases of didactic engineering, which was the adopted research methodology, suggest benefits to learning, which are due to the evolution of the use of a definition: from an inert definition, abandoned from any reasoning immediately after stated, to an operational definition, used as a guiding source of functional thinking. We conclude that an operational definition could be seen as a triggering element of the process of meaningful learning of the concept of function. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-13 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/7286 10.3895/rbect.v12n3.7286 |
url |
https://periodicos.utfpr.edu.br/rbect/article/view/7286 |
identifier_str_mv |
10.3895/rbect.v12n3.7286 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/7286/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019) 1982-873X 10.3895/rbect.v12n3 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
collection |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
||rbect-pg@utfpr.edu.br |
_version_ |
1787713870141325312 |