Introdução ao conceito de função no nono ano do Ensino Fundamental por meio de função definida por várias sentenças

Abstract

The present work aims to analyze the construction and meanings for the concept of Function in students of the ninth year of Elementary School through situations that deal with Functions Defined by Several Mathematical Sentences. Based on the Theory of Didactic Situations (TSD) and Theory of Registers of Semiotic Representation (TRRS), we elaborated and/or adapted a didactic sequence to present the mathematical object under study. We adopted the assumptions of Didactic Engineering as a methodology, so we carried out previous studies including the development of the concept of Function and the studies of the official documents that govern Basic Education in the State. We applied the sequence to eight students from a public school in the capital of São Paulo, but only data from four students were analyzed due to problems in the recording equipment. During the development of the sequence we realized all the phases of the TSD and the conversions of TRRS records and based on the results obtained, we considered that our didactic engineering was validated, given that at the end of the sequence the students were able to construct meanings for the concept of Function