CONTRIBUIÇÕES DE MODELAGEM MATEMÁTICA INTEGRADA AO GEOGEBRA NO ENSINO E APRENDIZAGEM DE FUNÇÃO QUADRÁTICA

Abstract

Teaching and learning mathematics are essential, since mathematical notions are in much of the activities developed in everyday life. However, the teaching processes of this discipline most of the time are centered on the transmission and reception of concepts, which are contrary to the learning objectives. With this, many students end up presenting difficulties in relation to the content, leaving the teacher to search for methodologies that create learning situations and arouse the interest of these students for critical, reflective and autonomous thinking. In this sense, based on the assumption of offering mathematics teachers a teaching proposal capable of promoting collaborative learning, interaction and learning through everyday situations for students, this study had the following investigative question: What are the possible contributions of the mathematical modeling methodology integrated to the GeoGebra software in teaching and learning the quadratic function in a first-grade class of the technical course in agriculture integrated to high school at a teaching institution specializing in Professional and Technological Education courses in the federal network of education in the state of Goiás? In order to analyze the possible contributions of the teaching methodology integrated mathematical modeling to the use of GeoGebra software in teaching and learning of quadratic function in a first grade class of the technical course in agriculture integrated to high school at the teaching institution of the Federal Education Network Professional, Scientific and Technological located in Southeast Goiás. For this, a qualitative descriptive case study was developed, with application of a didactic sequence planned in the light of Zabala's perspective (1998) and developed from the methodology of mathematical modeling integrated with the use of GeoGebra software, which adopted the mapping proposed by Biembengut and Hein (2013). Data collection took place through observations, oral and written reports in the logbook, concept maps and questionnaire, according to the procedural evaluation attributed to the proposal, and the analysis of the collected data was carried out according to the technique of content analysis by Bardin (2016). The results obtained revealed the importance of challenging students, providing them with active learning environments that contribute to the construction of new knowledge. In addition, there were contributions regarding the organization of the pedagogical space, as well as the construction of the mathematical language through mathematical modeling integrated with the use of the GeoGebra software, revealing to develop the student's capacity for argumentation, interaction, problematization and investigation, of in order to value critical and active participation in situations of reality. Thus, it is emphasized that mathematical modeling and GeoGebra software can be a potential methodology and an alternative resource for the teaching of mathematics, as it enables greater involvement of students in the learning process.