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O presente trabalho teve como objectivo identificar e compreender as dificuldades que os alunos de uma turma do 7º ano de escolaridade enfrentam ao trabalharem com funções.
Foi utilizada uma metodologia qualitativa e uma proposta pedagógica elaborada e
implementada para o ensino do tema funções, numa turma do 7° ano de escolaridade, com
vinte e três alunos.
Foram recolhidos dados relativos às resoluções dos alunos de testes de avaliação, de
tarefas propostas nas aulas, bem como referentes aos registos no Caderno da professora que
reflectiam a sua perspectiva sobre a actividade matemática dos alunos no decorrer de cada
aula.
Os resultados mostram que os alunos têm dificuldades na interpretação e aplicação do
conceito de função, mas que com o treino em tarefas contextualizadas estas dificuldades
dissipam-se. Este trabalho mostra ainda que os alunos sentem dificuldades em lidar com
símbolos matemáticos, que parecem complicar em vez de facilitar, as interpretações e os
cálculos dos alunos. Também se verificaram dificuldades ao nível da escrita e da
interpretação de expressões algébricas. Consequentemente, é na manipulação de símbolos,
nas expressões algébricas e na interpretação de gráficos que existem as dificuldades mais
notórias dos alunos.
Estas dificuldades evidenciadas neste trabalho vêm reforçar a ideia de que a
compreensão do conceito função é um processo lento, que deve ser continuamente
trabalhado.
The present work aims to identify and to understand students’ difficulties, of a group of 7th grade, when they are working with functions. It was used a methodology qualitative and an educational proposal, designed and implemented to teach the theme functions, to a group of 7th grade, with twenty three students. Data were collected from resolutions of student ' s tests, lessons tasks, and also records relating from the teacher's notebook that reflected their perspective on the mathematical activity of students during each class. The results show that students have difficulties in the interpretation and application of the function concept, but with training in contextualized tasks these difficulties dissipate. This work also shows that students have difficulty in dealing with mathematical symbols, that seem to complicate rather than facilitate the calculations and the interpretations of the students. Also it was revealed the difficulty of writing and interpretations the algebraic expressions. Therefore, it is the manipulation of symbols in algebraic expressions and interpretation of graphs that are the most notorious difficulties of students. These difficulties, evidenced in this study, reinforce the idea that understanding the concept of function is a slow process that must beworked continuously.
The present work aims to identify and to understand students’ difficulties, of a group of 7th grade, when they are working with functions. It was used a methodology qualitative and an educational proposal, designed and implemented to teach the theme functions, to a group of 7th grade, with twenty three students. Data were collected from resolutions of student ' s tests, lessons tasks, and also records relating from the teacher's notebook that reflected their perspective on the mathematical activity of students during each class. The results show that students have difficulties in the interpretation and application of the function concept, but with training in contextualized tasks these difficulties dissipate. This work also shows that students have difficulty in dealing with mathematical symbols, that seem to complicate rather than facilitate the calculations and the interpretations of the students. Also it was revealed the difficulty of writing and interpretations the algebraic expressions. Therefore, it is the manipulation of symbols in algebraic expressions and interpretation of graphs that are the most notorious difficulties of students. These difficulties, evidenced in this study, reinforce the idea that understanding the concept of function is a slow process that must beworked continuously.
Descrição
Palavras-chave
Actividades matemáticas Ensino da matemática
Contexto Educativo
Citação
Editora
Universidade da Beira Interior