Proposição de tarefas com TDIC em aulas de Cálculo

Translated title of the contribution: Proposing tasks with TDIC in Calculus lessons

André Luis Trevisan, Maycon Odailson dos Santos da Fonseca, Sonia Palha

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Considering that the process of elaboration, application and refinement of tasks that make use of TDIC is an important activity in the field of teaching, the objective of this text is to present a reflection on the results of a teaching experience in which a task was proposed using Geogebra in the discipline of Differential and Integral Calculus. To this end, it adopts assumptions of design-based research and presents a retrospective analysis of data from work with a task for exploring ideas necessary to understand the concept of derivatives. As a result of this reflection, a supposed "failure" in the interaction between students and the application is evidenced, related to aspects of the learning environment, in turn interrelated to each other, to the following: the statement of the task; tdic; the interpretation of the actions, explanations and interaction of the students; interaction between teacher and students in the formalization process. This result confirms the importance of an integrated analysis of teaching experiences and allows us to point out specific suggestions for improving the interaction between students and the application in terms of preparing the task and the teaching and learning environment.
Translated title of the contributionProposing tasks with TDIC in Calculus lessons
Original languagePortuguese
Pages (from-to)713-738
JournalRevista Diálogo Educacional
Volume18
Issue number58
DOIs
Publication statusPublished - 2018

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