O ensino de funções trigonométricas com o uso da modelagem matemática sob a perspectiva da teoria da aprendizagem significativa

Abstract

This research is part of the research on the use of mathematical modeling as a teaching strategy. It was proposed the elaboration and application of a didactic sequence guided by the principles of modeling, for the teaching of sine and cosine trigonometric functions. The possibilities of these functions being able to express periodic phenomena was a factor of choice. The main objective of the research was to analyze the effects of the use of this strategy in teaching, in order to provide meaningful learning for students. The subjects of the research were high school students of a public school in São Paulo. The methodology used was of qualitative nature, the participant observation, being the data collected from contextualized activities, with the elaboration of models. The orientation to the development of the modeling was one of those indicated by Barbosa and the analysis of learning was guided by the learning theory of Ausubel. The didactic sequence was elaborated considering the role of anchor, according to this theory, the periodic movements of the nature that could be expressed by mathematical functions that shaped them, in this case the sine and cosine trigonometric functions. With this procedure one can, through them, raise conjectures about these phenomena. As a result it can be seen that the use of mathematical modeling can be a fertile option of mathematics teaching strategy, since it presents conditions to enhance students' learning. And it can also be analyzed that in the modeling process there is the possibility of the students participating in the construction of a new knowledge, and in this construction they realize meaningful learning. In addition, the potential of the use of modeling, the formation of critical thinking of the student, is highlighted as it can establish relationships between mathematical concepts being taught and natural phenomena