Proposta metodológica para o ensino da trigonometria baseada na psicologia pedagógica

Abstract

This study has as objective to show the Mathematic teachers a new trigonometry lesson perspective in high school based on Activity Theory proposed by Talizina (2000), offering content about how the student learns, which mental processes are linked and how the information comes to him. It shows the control steps to maximize the student learning and exposes trigonometry lessons, based on Mental Actions Formation Theory containing: definitions, how to show them to the student, activities and exercises. These are designed to match theory and practice through the process of pedagogic psychology. The theoretical substantiation revolves around renowned authors such as: Van de Walle (2009); Vigotsky (2007); Galperin (2009) and Talizina (2000). This research concludes that there are many reasons to use the pedagogic psychology in mathematics lesson proposals, especially, in trigonometry teaching in high school.