Ensino e aprendizagem de funções trigonométricas em situações desencadeadoras de aprendizagem que envolvem matemática e música

Abstract

The aim of this research was to to investigate the conceptual nexus mobilised in teaching and learning processes through Learning Trigger Situations involving trigonometry and music. In order to achieve the objective in response to the problem question “How can the conceptual nexus of trigonometric functions be mobilised by 2nd year high school students using Triggering Learning Situations involving music and mathematics?= the work was based on the assumptions of Cultural-Historical Theory, Activity Theory and the concept of Teaching Guiding Activity. The development of the research, between observation and intervention, took place through the Virtual Story entitled “Matemúsica” over the course of six meetings in a class of 2nd year high school students, located in a state school in the metropolitan region of Curitiba. The Virtual Story created is part of the educational product that follows this dissertation and which can be used by teachers in school education.The instruments used to capture the data were records of the students’ production of textual material, the researcher’s logbook, photographic records, audio recordings and conversation circles with the class. The data analysis and results were revealed using the concept of isolates, consisting of episodes made up of scenes representing the movement of analysis and explanation of the phenomenon under study, indicating a connection between motivation in teaching situations involving music and mathematics for the appropriation of trigonometric functions. The analysis of the results shows which conceptual nexus were mobilised by 2nd year high school students from Learning Triggering Situations involving music and mathematics through a Virtual Story, for the appropriation of the concept of trigonometric function.