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Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function

In this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, def...

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Principais autores: Santos de Souza, Jerson Sandro, de Oliveira Souza, Leandro
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2019
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/7286
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spelling peri-article-72862022-09-29T18:40:46Z Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function Operacionalização da definição de função: um processo desencadeador da aprendizagem significativa do conceito de função Santos de Souza, Jerson Sandro de Oliveira Souza, Leandro Ensino: Ensino de Ciências e Matemática Operacionalização da definição; Conceito de função; Representação semiótica; Imagem conceitual; Aprendizagem significativa. Operationalization of the definition; Concept of function; Semiotic representation; Conceptual image; Meaningful learning In this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, definitions are indispensable, since they provide forms of reasoning that make them useful as connecting elements of other representations. We are not referring to the simple act of enunciating a definition, but rather to the process in which the learner consciously uses it to interpret situations based on functional relations, a process we call the operationalization of function definition. Thus, this research is guided by the following research question: How could the operationalization of the function definition, admitted as a didactic-methodological element, favor the meaningful learning of the concept of function? To verify the hypothesis that the operation facilitates the articulation, and this, in turn, enables meaningful learning, we apply three didactic sequences, based on aspects favoring the operationalization. Twenty secondary students from a public school in the city of Manaus-AM were involved. The results, from the confrontation between a priori and a posteriori analyzes, that is one of the phases of didactic engineering, which was the adopted research methodology, suggest benefits to learning, which are due to the evolution of the use of a definition: from an inert definition, abandoned from any reasoning immediately after stated, to an operational definition, used as a guiding source of functional thinking. We conclude that an operational definition could be seen as a triggering element of the process of meaningful learning of the concept of function. Neste artigo, discute-se a importância da definição de função para a aprendizagem significativa do conceito de função. A articulação das múltiplas representações desse conceito possibilita sua apreensão, por isso favorecer a articulação torna-se fundamental. Acredita-se que, para alcançar a articulação, as definições são indispensáveis, já que elas propiciam formas de raciocínio que as tornam úteis como elementos de ligação das demais representações. Não estamos nos referindo ao simples ato de enunciar uma definição, mas sim ao processo no qual o aprendiz a utiliza conscientemente para interpretar situações pautadas em relações funcionais, processo que chamamos de operacionalização da definição de função. Assim, o presente trabalho norteia-se pela seguinte questão de pesquisa: Como a operacionalização da definição de função, admitida como elemento didático-metodológico, pode favorecer a aprendizagem significativa do conceito de função? Para verificarmos a hipótese de que a operacionalização facilita a articulação, e esta, por sua vez, viabiliza a aprendizagem significativa, aplicamos três sequências didáticas, baseadas em aspectos favorecedores da operacionalização. Vinte alunos de primeiro ano do Ensino Médio de uma escola pública da cidade de Manaus-AM foram envolvidos. Os resultados, oriundos da confrontação entre as análises a priori e a posteriori, uma das fases da Engenharia Didática, metodologia de pesquisa adotada, sugerem benefícios à aprendizagem, que se devem à evolução do uso da definição: de uma definição inerte, abandonada de qualquer raciocínio logo após enunciada, para uma definição operacional, utilizada como fonte orientadora do pensamento funcional. Conclui-se que uma definição operacional pode ser vista como um elemento desencadeador do processo de aprendizagem significativa do conceito de função. Universidade Tecnológica Federal do Paraná (UTFPR) 2019-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/7286 10.3895/rbect.v12n3.7286 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019) 1982-873X 10.3895/rbect.v12n3 por http://periodicos.utfpr.edu.br/rbect/article/view/7286/pdf Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Santos de Souza, Jerson Sandro
de Oliveira Souza, Leandro
spellingShingle Santos de Souza, Jerson Sandro
de Oliveira Souza, Leandro
Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
author_sort Santos de Souza, Jerson Sandro
title Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
title_short Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
title_full Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
title_fullStr Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
title_full_unstemmed Operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
title_sort operationalization of functions definitions: a trigger process of meaningful learning of the concept of function
description In this paper, we discuss the importance of defining the concept of function for meaningful learning. The articulation of the multiple representations of this concept allows its apprehension, so to favor the articulation becomes fundamental. It is believed that, in order to achieve articulation, definitions are indispensable, since they provide forms of reasoning that make them useful as connecting elements of other representations. We are not referring to the simple act of enunciating a definition, but rather to the process in which the learner consciously uses it to interpret situations based on functional relations, a process we call the operationalization of function definition. Thus, this research is guided by the following research question: How could the operationalization of the function definition, admitted as a didactic-methodological element, favor the meaningful learning of the concept of function? To verify the hypothesis that the operation facilitates the articulation, and this, in turn, enables meaningful learning, we apply three didactic sequences, based on aspects favoring the operationalization. Twenty secondary students from a public school in the city of Manaus-AM were involved. The results, from the confrontation between a priori and a posteriori analyzes, that is one of the phases of didactic engineering, which was the adopted research methodology, suggest benefits to learning, which are due to the evolution of the use of a definition: from an inert definition, abandoned from any reasoning immediately after stated, to an operational definition, used as a guiding source of functional thinking. We conclude that an operational definition could be seen as a triggering element of the process of meaningful learning of the concept of function.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2019
url http://periodicos.utfpr.edu.br/rbect/article/view/7286
_version_ 1805449002260365312
score 10,814766

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