Uma proposta Vygotskyana para o ensino de função quadrática no laboratório de ensino de matemática

Abstract

This dissertation is based on the need to promote contextualized Mathematics teaching, which enables the formation of concepts and their applications. To this end, support was sought in Vygotsky's Mediation Theory, with emphasis on the Zone of Proximal Development (ZPD). The literature review points out that traditional Mathematics teaching methodologies can be enriched. There is a growing need for pedagogical approaches that emphasize the application of mathematical concepts in real contexts, which stimulate reflection in the social sphere, going beyond the simple mastery of content, to engage in the reflective practice of this knowledge. Thus, teaching Mathematics is creating conditions that enable students to build their knowledge. From this perspective, the study outlined the objective of developing, implementing and evaluating a Didactic Sequence (SD) anchored in Vygotsky's Mediation Theory, carried out in the Mathematics Teaching Laboratory (LEM), for teaching Quadratic Function in the 9th year of Elementary School. . What are the contributions of a didactic sequence structured based on Vygotsky's conceptions and the ideas of the Mathematics Teaching Laboratory for teaching and learning Quadratic Function in the 9th year of Elementary School? For the development of the investigation, an Educational Product (EP) was prepared with the proposal of an SD consisting of nine meetings, aligned with the National Common Curricular Base (BNCC) and the Rondônia Curricular Reference (RCRO). This is research, with a qualitative approach and applied through action research carried out in a 9th year elementary school class at a public school, in the city of Ariquemes-RO. As data collection instruments, associated with the EP activities, records in the logbook and materials produced during the SD application process were used. The data obtained was structured into three categories of analysis: mathematical progress; involvement and interaction in the LEM; activities in GeoGebra. The results show notable mathematical progress among students, who improved their skills in understanding quadratic function concepts, developing more analytical thinking when interpreting data in different contexts. The LEM revealed its pedagogical potential in teaching and learning the object of study, as, with its tools and approaches, it complements the teacher's work, providing an interactive environment for mathematical exploration, in which students constructed and shared knowledge; Classes became more dynamic, participatory and meaningful, favoring learning. The use of GeoGebra software helped in the teaching and learning process of the graphical properties of the quadratic function, as it offers dynamic and interactive resources, favors the understanding and visualization of the graphical properties, as well as the parameters a, b, and c affect the parabola in the graph , transcending the limitations of concrete materials. The PE applied in research is available as support material for teachers at: http://educapes.capes.gov.br/handle/capes/741417.