Dificuldade de alunos do 1° ano do ensino médio no conteúdo de funções afins

Abstract

The general objective of this research work is to analyze the difficulty in the affine function content of 1st year high school students. In this sense, we outlined as specific objectives for this research: i) identify recurring errors in students' answers when solving questions related to affine function; ii) identify the difficulties pointed out by 1st year high school students about affine function. As a theoretical foundation for this research, initially we chose to bring a brief historical report on the concept of function in general and for this we supported Roque (2012), we also adopted the studies of Reymond Duval (2003; 2009; 2013) on the Theory of Semiotic Representation Registers in order to align the objectives of this research. The research, qualitative in nature, was guided by a verification test with closed and open questions, applied with 1st year high school students from three different state schools, located in the city of João Pessoa, Paraíba, aiming a diversification of analysis of the results for each question. Based on the analysis of the results we were able to identify important elements in the students' knowledge about the concept of affine function, as well as their main difficulties in questions involving the mathematical object in question. It was possible to observe a better understanding by the students in the contextualized questions and a greater difficulty in questions wher e there was a need to do calculations to solve the proposed problems. Thus, we conclude that, especially when it comes to the content of affine function, the use of different teaching methodologies and contextualization can be allies of teaching practice i n helping to build effective student learning.