Uma proposta para introduzir o pensamento funcional e o conceito de função real, antes de um curso de cálculo
DOI:
https://doi.org/10.22335/rlct.v10i2.557Palavras-chave:
função real, pensamento funcional, variação, análise epistemológica, tecnologia digitalResumo
Esta pesquisa mostra que um fator importante na falha dos alunos no primeiro curso do cálculo diferencial é a falta do conceito de função. Isso não é surpreendente, pois vários relatórios de pesquisa mostram a complexidade desse conceito em diferentes níveis educacionais. Propõe-se iniciar o curso do cálculo com um reforço do pensamento matemático básico, incluindo o pensamento funcional. Apresentamos evidências de que o desenho de atividades didáticas com base nesta proposta promove substancialmente a compreensão do conceito de função real. Para validar, aplicamos a 45 alunos, atividades didáticas que promovem o pensamento matemático; alcançando um nível aceitável de pensamento funcional a fim de trazer o curso de cálculo para uma boa conclusão.
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