Função quadrática: uma proposta de ensino-aprendizagem com o uso de recursos didáticos tecnológicos digitais e não digitais

Abstract

This study refers to an investigation on the teaching of the quadratic function through the use of digital and non-digital technological didactic resources, in the first year of high school. The literature review points out that, although there are many researches related to the theme, difficulties are faced to put them into practice in the educational context and in the practices of teachers. Therefore, it ends up being taught in a conventional and insignificant way for students. Thus, the study aimed to verify the contributions of digital and non-digital technological didactic resources, for teaching, understanding and contextualizing the concept of quadratic function, in the first year of high school. To achieve this objective, a didactic sequence structured in nine moments was elaborated, in which the function under study was based on the didactic resources of the multimedia projector, images, video, games, Geogebra application and tasks for students. This didactic sequence was applied in a class with thirtytwo students from the first year of high school, from a public school in the city of Passo Fundo, RS. As theoretical support, the National Curriculum Parameters for Secondary Education (PCNEM) and the Common National Curricular Base (BNCC) were used, in addition, the study sought support in Lev Semenovich Vygotsky's sociointeractionist theory. The research is qualitative in nature and Didactic Engineering was used as a research methodology. The guiding question of the work was: “What contributions can the use of digital and non-digital technological didactic resources bring to teaching, understanding of concepts and contextualizing the polynomial function of high school?”. It was possible to reach the conclusions through three instruments: (1º) dialogue between the perceptions of the researcher teacher in previous years and findings about changes in the teaching and learning of students throughout the application of the didactic sequence. (2º) analysis of the students' responses to the proposed tasks and, (3º) analysis of the contents of the logbook. Such instruments led to analysis and made it possible to ascertain that teaching mediated by didactic resources contributed to students interacting and helping each other. It provided greater involvement in classes, as well as motivation and interest in classes, compared to previous years and classes. They made classes more dynamic, participatory and meaningful, favoring learning. It provided an approximation between mathematics taught at school and the students' daily lives. Regarding the didactic sequence, it was verified the pedagogical potential of this for the teaching and learning of the Quadratic Function, because the explanations of content, the tasks, the scripts with step by step for the use of the Geogebra application and the games acted as mediating instruments of learning, that is, they provided moments of interaction between students, between them and the teacher, between them and the application, between them and the game, leading to an understanding of the concepts explored. The study gave rise to support material for teachers, which consists of the educational product of this dissertation, available at