GeoGebra e a resolução de problemas na aprendizagem da função polinomial

Abstract

The motivation for this study was due to the need to investigate a new dynamic proposal for the teaching of polynomial functions using a learning platform seeking to base the HistoricalCultural Theory associated to the field of study of Problem Solving. For to the appropriation of knowledge by the field to study of Problem Solving, we envision the possibility of presenting research teaching to both students and teachers. In this way, we developed a sequence of activities that was carried out via the GeoGebra platform in which it enhanced the development of actions and construction protocols providing dialogue between those involved. It is worth mentioning that we evident relationship between the representations of the polynomial function in its four forms proposed by the author who guided the hypothesis of this study. We consider it a qualitative research study, since the data were constructed at the time of the course offered to undergraduate students in Mathematics at the Universidade Federal do Rio Grande do Norte (UFRN). The date presented in the instruments written and recorded in both audio and video and provided material for further analysis. In the dialogues, the students and the researcher interacted with the activities that were performed on the GeoGebra platform. In order to motivate students to solve problems, we present questions within their social and cultural context. The aspects of the field of study of Problem Solving guided the activity proposal and the analysis of the results obtained. The intention of the investigation was to show students and teachers how to represent dynamic constructions, which are applications on the GeoGebra platform and which validate the formation of the concept of polynomial functions in a dynamic and interactive way. In the course of solving problems, we seek to improve the construction and dynamic representation of activities by implementing with the commands of the GeoGebra platform and favoring decision-making in solving the problem. Considering both our instant assessments and student decision-making in solving the proposed problems, we found that there was a learning process leading to the student's development. Therefore, we concluded that an approach given to the teaching of the polynomial function using the tools, commands and applications of the GeoGebra Platform, favor the development and learning of this content. Thus, potentiating a new, more comprehensive idea, we consider a dialogue in the training of both students and in classroom support for teachers. Delimiting didactic difficulties both in daily live and in the classroom in search of ways of learning, we point to technology as a support for teaching in new generations.