Decisões didáticas e o cálculo diferencial: uma categorização das atividades de um professor

Abstract

The research's central objective was to analyze the consequences of the Didactic Decisions made by the teacher in the construction of a Milieu for teaching Differential Calculus. Specifically, identify, from interviews, the DD taken by the mathematics teacher in the construction of this Milieu; then, categorize the decisional factors taken by the teacher; and, finally, discuss the factors that influence the DD taken by the teacher when building a class project for teaching Calculus. We used as a theoretical reference in this study the Theory of Didactic Situations and the levels of activity proposed by Brousseau (1986) and Margolinas (2002; 2005) and the Model of Decisional Factors proposed by Bessot (2019). The research took place at the Universidade Regional do Cariri (URCA), Crajubar campus, in the city of Juazeiro do Norte, and the participant in this study was a mathematics teacher who works in the Calculus I discipline. For data collection, we used a semi-structured interview with the research participant, logbook filled out by the teacher when planning a specific class and monitoring classes throughout the semester. From the data collected and its treatment following the assumptions of the chosen framework, we realized that the teacher's activities were predominantly influenced by the epistemic factor, those decisions that are related to the way he perceives the subject, teaching methods and the mathematical object.