Resumen de Funciones de primer grado y teoría de las situaciones didácticas: Una experiencia en la educación básica brasileña

Francisca Narla Matias Mororó, Francisco Régis Vieira Alves, Francisca Cláudia Fernandes Fontenel, Renata Teófilo de Sousa

• español

  La enseñanza y el aprendizaje del álgebra aún presentan algunos obstáculos, como la mecanización del conocimiento y la dificultad en la comprensión del lenguaje algebraico .Por tanto, el objetivo de este estudio es describir una práctica docente sobre el contenido de funciones del 1° grado, con un aporte desde la Teoría de las Situaciones Didácticas en el contexto de la enseñanza remota. Se utilizó como metodología la Ingeniería Didáctica, con un grupo de veinticinco estudiantes participando en un proyecto de complementación pedagógica, que ofrece clases de matemáticas en horario extracurricular. Al utilizar la Teoría de Situaciones Didácticas para el experimento, el software GeoGebra fue considerado como una herramienta de apoyo para la etapa de institucionalización. Se entendió, por tanto, que la Teoría de las Situaciones Didácticas representa una teoría didáctica significativa en el contexto de las funciones polinómicas de 1er grado y el desarrollo del pensamiento algebraico, especialmente de cara a la enseñanza a distancia, en la que se plantea la necesidad de incentivar a los estudiantes a ser activos en su aprendizaje, se volvió aún más esencial.

• English

  The teaching and learning of algebra still have some obstacles, such as the mechanization of knowledge and the difficulty in understanding the algebraic anguage. Therefore, the objective of this study is to describe a teaching practice on the content of functions of the 1st grade, with a contribution from the Theory of Didactic Situations in the context of remote teaching.Didactic Engineering was used as a methodology, with a group of twenty-five students participating in a pedagogical complementation project, which offers mathematics classes in extracurricular hours. By using the Theory of Didactic Situations for the experiment, the GeoGebra software was considered as a support tool for the institutionalization stage. It was understood, therefore, that the Theory of Didactic Situations represents a significant teaching theory in the context of polynomial functions of the 1st degree and the development of algebraic thinking, especially in the face of remote teaching, in which the need to encourage students to be active in their learning, it became even more essential.anguage. Therefore, the objective of this study is to describe a teaching practice on the content of functions of the 1st grade, with a contribution from the Theory of Didactic Situations in the context of remote teaching.Didactic Engineering was used as a methodology, with a group of twenty-five students participating in a pedagogical complementation project, which offers mathematics classes in extracurricular hours. By using the Theory of Didactic Situations for the experiment, the GeoGebra software was considered as a support tool for the institutionalization stage. It was understood, therefore, that the Theory of Didactic Situations represents a significant teaching theory in the context of polynomial functions of the 1st degree and the development of algebraic thinking, especially in the face of remote teaching, in which the need to encourage students to be active in their learning, it became even more essential.