Proposta didática para o ensino de coordenadas polares: tópicos das disciplinas Cálculo II e Cálculo III

Abstract

The theoretical research aimed to reflect on how theoretical didactic constructs can contribute to work involving GeoGebra for teaching Polar Coordinates. To this end, we built two didactic sequences with the help of the Theory of Didactic Situations and the GeoGebra platform, associated the use of the GeoGebra platform in validating/solving the proposed sequences and analyzed the effectiveness of the means constructed for the didactic sequences. Let us use bibliographical research, Didactic Engineering, the Theory of Didactic Situations, GeoGebra, the NOVA ESCOLA Lesson Plan Model and the Margolinas Teacher Activity Levels as a theoretical and methodological reference. In this way, we can see that we have achieved the objective of this research, when the results show teaching paths and alternatives for topics in Polar Coordinates, supported by the development of two teaching sequences, presented as: Lesson Plan 1 and Lesson Plan 2 . In view of the constructions, we realize that the teacher needs to: make decisions daily to prepare and conduct classes, taking into account the reality of their classroom and their teaching training, reflect on their applications in the classroom, changing and adapting their teaching plan class, if necessary, think about the proposed and existing teaching environment, about who your students are, the prerequisites they bring and whether the constructed environment was sufficient. Therefore, we consider that the use of technological resources combined with teaching theories to teach mathematical concepts in Higher Education may prove to be a way to reduce the difficulties in learning subjects that include polar coordinates.