Transversalidade em matemática uma realidade possível na aprendizagem de função afim no 9° ano
This article aims to present a study whose objective consisted on understanding the contributions of a pedagogic practice, in which Transversality was approached in the learning process of 9° grade students from Corintho Borges Façanha state School in the city of Tefé (AM), about the teaching of aff...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Universidade do Estado do Amazonas (UEA) |
| Repository: | Repositório Institucional da Universidade do Estado do Amazonas (UEA) |
| Language: | Portuguese |
| OAI Identifier: | oai:ri.uea.edu.br:riuea/4961 |
| Online Access: | https://ri.uea.edu.br/handle/riuea/4961 |
| Access Level: | Open access |
| Keyword: | Transversalidade Matemática Função Afim Ciências |
| Summary: | This article aims to present a study whose objective consisted on understanding the contributions of a pedagogic practice, in which Transversality was approached in the learning process of 9° grade students from Corintho Borges Façanha state School in the city of Tefé (AM), about the teaching of affine functions, with results obtained in the research carried out in two classrooms (the first one with traditional teaching and the other class with transversal methodology). The methodology had a qualitative approach and the modality of the research-action. we used participant observation for data gathering and a test as assessment instrument. The obtained results evidence that the articulation of transversality to the Affine Function content result in a contextualized learning for the students; this was possible because they worked with energy bills from their own homes in order to relate the content to their daily lives. Through the traversality proposal, the students acquired more than mathematical knowledge, but they also developed autonomy to take conscious decisions in relation to the consumption and electric power waste. In conclusion, based on these findings, we conclude that the tranversality approach in the teaching of affine function contributed to the integral formation of the student. Keywords: Transversality. Mathematics Affine function. |
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