Programação aplicada no ensino-aprendizagem de função afim: investigação baseada na Teoria dos Registros de Representação Semiótica

Abstract

Qualitative research with exploratory purposes, whose participants are eleven students from the first grade of high school, having as place of study a state public school in the Municipality of Teixeira de Freitas, Bahia. Discusses a didactic experience in which students solve problems related to the concept of affine function using the Scratch programming language. Investigates the issue: What are the possible contributions provided by the use of programming in the teaching-learning of affine function? Supported by Constructionism, the Learning Spiral Description-Execution-ReflectionDebugging and the Theory of the Registers of Semiotic Representation, has as general objective to investigate the possible contributions provided by the use of programming in the teaching-learning of a affine function. Adopts the algorithmic representation as a register of semiotic representation when referring to mathematical objects. The results showed that the conversion between natural language, algebraic and algorithmic representations contributed to understanding aspects related to the concept of function, such as the dependence relationship between the quantities, properly replacing the variables with letters or programming commands and, also, to do generalizations.