Ensino de função polinomial do 1º Grau em uma turma de 9º ano: Alguns olhares para a aprendizagem mediada por tecnologias

Abstract

This study aims at developing, aplying and analyzing a didatic sequency on Function and Polynomial Function of the 1st Degree, using Facebook and an application called GeoGebra para smartphone as teaching strategies in order to an interactive enrichment of proposed activities. The investigation subjects of this research are the students of 9th grade class at a Public Elementary School in Marechal Hermes, North Zone in the city of Rio de Janeiro. Transcriptions gathered during the activities, a field diary, answers cards related to the activity, the interactions at Facebook and other material produced by the students are the strategies used to collect data. The analysis points out that workgroup is a very useful dynamics to the students, for the social cognitive development of the students because they elicit conjectures and knowledge to enable the ownership of mathematical concepts during the students learning process. This is therefore an innovation that focuses on learning empowered by diverse resources in a practice that encourages reflection and collaboration. With regard to the use of Facebook, it is possible to observe potential, but the teacher is an essential character in virtual spaces, arguing and interacting with the students throughout all the process. Turning to GeoGebra for smartphone, in the scope of this research, its use did not achieve the expected goals. In general, the didactic sequence elaborated and proposed can be considered effective for the expected goals. It was possible to perceive a conceptual improvement of the students in face of the proposed situations throughout the intervention, observing the improvement from the preliminary knowledge to the appropriation of new ideas and concepts on Function. The collective work through actions such as observing, discussing and evaluating situations highlighted the importance of the speech of each participant of the groups of students, thus playing an active role in their learning. The didactic sequence was the educational product generated by this current research