Construção do conceito de função matemática: um estudo colaborativo sobre a concepção e uso do aplicativo móvel Funcionalidade

• Ano de defesa: 2014
• Autor(a) principal: Nascimento, Hugo José
• Orientador(a): Martins, Herbert Gomes
• Banca de defesa: Martins, Herbert Gomes, Victer , Eline das Flores, Puggian, Cleonice, Roque, Gianna Oliveira Bogossian, Nunes, Wallace Vallory
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Unigranrio::Ensino das Ciências
• País: Brasil
• Palavras-chave em Português: Educação; Matemática - Estudo e ensino; Inovações educacionais; Aplicativos móveis
• Área do conhecimento CNPq: EDUCAÇÃO; ENSINO DE CIÊNCIAS E MATEMÁTICA
• Link de acesso: http://localhost:8080/tede/handle/tede/251

This paper presents the qualitative study results of the pedagogical potential of a mobile application, called FUNCTIONALITY, which aims to collaborate with teachers and students of basic education, the construction of the concept of mathematical function. The application was developed through a collaborative research involving seven teachers of the Flama Teaching System - private educational entity, located in the Baixada Fluminense. Moving away from the traditional format of textbooks to address the concept of function, the application creates learning scenarios which may potentiate the restructuring of new pedagogical practices. It is supported by the Conceptual Fields Theory (CFT) Vergnaud, also Moreira and Piaget. FUNCTIONALITY The application is a learning object which can be an ally of teachers basic education in the construction of the concept of function. After it is presented to the students and put into practice by participating teachers, we are confronted by a discussion of some specific knowledge related to teaching, opposite the incipient field of technologies and methods of teaching school culture being perpetuated by obstacle to learning and innovation. The results obtained from the use of the application, were motivators for future steps in the adoption of new scenarios that may contribute further to the students of Basic Education and also from other levels of education, will demystify this known concept of relevance to mathematics, provoking actions that aim to transform this reality. The application FUNCTIONALITY can also bring two basic components, namely: reality and mathematics, becoming inseparable tool for students to understand everyday situations, and may also integrate the discipline a diversity of experience, ensuring that the teachers and students rich opportunities together, working to build the concept of function.