A integração do GeoGebra no estudo de funções

Abstract

The following research sought to understand the pedagogical potential of incorporating the GeoGebra with the study of functions: linear, exponential and logarithm quadratic functions. The subjects of the research were students from the ninth semester of the Teaching Course in Mathematics, and the research was developed in a mandatory discipline that addresses the usage of technology in teaching mathematics. Divided into two steps, initially the students worked in a computer lab where each of the functions were approached, in the software. In the second step, the same subjects created an activity with the contents discussed in the study. For the production of records were used questionnaires and tests with questions that were applied throughout each activity to be able to follow the development of the student and daily records of the researcher. For the theorization of the work, authors have been brought in to discuss the use of technologies such as Kenski (2010), Moran (2000), Prensky (2010), mathematics education Borba (2016) and Siemens (2004) learning theory. The data were analyzed according to the Recuero (2013). he graphic visualization was verified as a favorable point of using GeoGebra in the study of functions. When it came to calculations, students preferred to operate in the traditional manner (pencil and paper). In the second phase activities, they would only use the software to plot the graphic. Although the students in the research were born counting from 1990, being considered digital natives, they didn’t have access to digital technologies in the educational environment; as reported during the research, this will still be a challenge.