Ensino aprendizagem de função através da resolução de problemas e representações múltiplas

Abstract

This paper analyzes the difficulties and possibilities of mathematics teaching and learning through problem solving, coupled with multiple representations, viewing the formation of the function concept in the classroom. It becomes the basis of the five big essential ideas for the development of the concept of function proposed by Cooney, Beckmann and Lloyd (2010), namely, the concept of function, covariation and rate of change, family of functions, combination and transformation of functions and representations of functions. Also becomes a literature review of some Brazilian research that addressed the concept of function, whose gaze turned to those who have correlation with our research in order to understand what these investigations deal on it. We opted for the work in the classroom by using the problem solving, posing and exploration, which is why we devote a few pages to discuss it. The research methodology is a qualitative approach in the form of teacher research in which the teacher researcher tries to look his own practice in the classroom. The survey was conducted in a public school in the Lagoa Seca city, Paraíba State, Brazil, with a high school first year classroom. Among the detected working with function different representations was realized that the students were able to see more details of the concept of function allowing a more consistent understanding this, it was also observed that the use of problem solving, posing and exploration methodology allowed the students to get involved with the classroom activities and feel more motivated to study the contents.