Tarefas de análise da produção escrita para o ensino de função afim

Abstract

The Written Production Analysis has been successfully researched as active teaching methodology in several subjects in mathematics teaching, however, we don't know much about the use of this methodology when teaching functions. Therefore, the objective of this study is to investigate the use of Written Production Analysis Task in mathematics when teaching the concept of function, more specific affine function, through the Written Production Analysis methodology and structured by a Hypothetical Learning Trajectory. Fourteen tasks were applied, developed in accordance with the criteria of the Written Production Analysis, called TAPE (Tasks of Analysis of Production Written) and one more diagnosis task, in order to inventory what the students already knew and use that as a comparison after classes through the use of TAPE. The application of TAPE occurred in a State School, being applied in two classes of High school third grade, in which the author is the professor. For that, was developed a qualitative research done in four moments, definition of tasks to obtain written productions, elaboration of Tasks of Analysis of Production Written and the Hypothetical Learning Trajectory, preparation and application of Hypothetical Learning Trajectory and data analysis. The analysis results show a significant improvement in learning the main concepts of affine function, highlighting the potential of Tasks of Analysis of Production Written. With this research we have a material that can contribute to reinforce the Written Production Analysis as a teaching strategy, with potential application of Tasks of Analysis of Production Written, evidencing the teachers commitment with all the process, from the tasks preparation to their discussion and content formalization, highlighting the active participation of students in the teaching and learning process, becoming evident the characteristic of reflection, analysis, discussion and conclusion that TAPE provides, positive performance in relation to content learning of functions and contributions to Mathematics Education.