Ensino-aprendizagem do cálculo integral em um ambiente de Resolução de Problemas e utilização das Tecnologias Digitais

Abstract

The objective of this work is to verify the potentialities and possibilities in the formalization of Integral Calculus through the Problem Solving methodology and the use of the DESMOS platform. The theoretical framework for this research was structured around the following axes: the Problem Solving methodology and Digital Technologies, more specifically the use of the DESMOS platform. The research is qualitative, guided by the methodological perspective of Bogdan and Bicklen, and was carried out with nine students from the Mathematics and Physics courses at the Faculty of Education, Science and Letters of Iguatu (FECLI), campus of the State University of Ceará (UECE), who were studying Differential and Integral Calculus II in the first semester of 2024. The methodology included four field meetings, totaling twelve class hours: two meetings lasting four class hours and another two lasting two class hours. Data collection involved records of the activities carried out on the DESMOS platform and the solutions presented by the students. The results indicate that the Problem Solving methodology aroused interest among students, but raised questions about its effectiveness, especially due to the need for prior knowledge of Integral Calculus. Since students had already studied the content before the meetings, the proposed problems served as a tool to verify and deepen their understanding. This result reinforces the importance of prior knowledge for the Problem Solving methodology to be effective in consolidating and evaluating learning in the teaching of Integral Calculus.