Funções: construindo conceitos a partir da análise gráfica

Abstract

The objective of this work is to verify how a pedagogical practice based on the construction and interpretation of graphs during the process of teaching mathematical functions facilitates learning and gives meaning to the concept of function. It is a qualitative research, whose information resulting from the application of workshops on functions to students of the 3rd year of high school in a public school in the city of Canela were analyzed, invigorated by the theoretical assumptions presented. Considering the importance of the study of functions in the school curriculum and the understanding of phenomena related to several areas of knowledge, the didactic sequence developed gave the main focus to the visual approach that can be made to the various concepts and definitions related to functions, made possible through Graphic sketches, and dynamic constructions built with GeoGebra software. The importance of this research stems from the need for teachers to rethink their methodologies, as well as the benefits brought to students in mathematics learning, in particular to understand the concept of function and other scientific developments related to it. In this way, this work points out some of the difficulties encountered by teachers and students in teaching and learning mathematics in the present day; Proposes a sequence of activities that, from the modeling and resolution of real problems, intends to explore the main concepts present in the study of related, quadratic, exponential and logarithmic functions and establishes reflections on the process of teaching and learning of functions, analyzing the consequences In learning brought about by a teaching methodology that during the formation of concepts emphasizes the visual approach through the graphic analysis of different functions.