GeoGebra e o ensino de funções lineares: uma proposta teórica de sequência didática

Abstract

This study aims to elaborate and analyze a didactic sequence with the content of Linear Functions for a high school class of a school in Guarabira, whose methodological paths involve the use of technology. To do this, we set out to a qualitative study, as to its approach, of the descriptive type, as to its objectives and exploratory as to its methods. In order to reach the objective of the present paper, we present some reflections about the elaboration and execution of an experience of the Monitoring Workshop of the curriculum component of Mathematics for Basic Education II, as well as the intervention of Supervised Internship, both offered and promoted by the Federal University of Paraíba, Campus IV, North Coast, Rio Tinto. In addition, we identify the theoretical discourses that point to the use of technology in teaching mathematics. Therefore, we elaborated a didactic sequence with the content of Polynomial Function and the use of Geogebra software. We analyze the proposed didactic sequence with suggestions and challenges. Our study reviewed 24 authors, among them: D'ambrosio (1999); Gitirana (2003); Moran (2007) as well as official NCP documents of several years that based our guidelines (BRAZIL, 1998, 2001, 2006), and were subdivided into four chapters. The contributions of this study reign in the realm of partially retracting the reality of how the education is, the level of education of the students that progress in the school years until reaching Higher Education and how this to the motivation, captured informally, by the researcher of this study, in the observance of the school classes. Regarding the possibilities of future research, which focuses, based on this partial analysis, the need to suggest steps that may change the observed picture, as our study proposes.