O ser e a planilha eletrônica: desvelando signigicados para o conceito de variável algébrica e sua aplicação na função afim

Abstract

This work sought to map the contributions of the use of electronic spreadsheets to the teaching and learning of Mathematics in the ninth year of Elementary School, in particular to the approach to the basic notions of algebraic calculation. Initially, exploratory research was carried out with two mathematics teachers from Elementary School (EF) at EETI Maria Izabel Desterro e Silva, with the aim of understanding the pedagogical practices of those professionals, in addition to analyzing the challenges of implementing Information Technologies and Communication (ICT) by teachers. Then, after being duly selected, a didactic sequence was promoted with four students, all in the 9th year, so that they could experience the use of the LibreOffice Calc program - spreadsheet editor of the free LibreOffice application suite -, and so that the issues could be addressed concepts of algebraic variables and related functions, opting for problem solving, one of the trends in mathematics education. Finally, the interactions were concluded with the application of an interview to each student participating in the research, whose main purpose was to analyze the relationship between the application of the didactic sequence and the differentiated approach with the use of the electronic spreadsheet, investigating the student's ability of aggregating and joining parts with the purpose of creating a set of abstract relationships and a scheme to classify basic notions of algebraic calculation. To analyze the data obtained in the field, Bardin Content Analysis was used. The data collection period was between May and July 2023. The study was guided by Pierre Lévy's social bond engineering, as well as his definition given to the term hypertext, based on the constructivist view of the construction of knowledge, in light of Jean Piaget's genetic epistemology. It is expected that the study in question will contribute significantly to educators, both in refining their epistemological perspectives and in the effective integration of technologies into their pedagogical approaches, and that it has been a good opportunity for the participating students to take part in the learning process and of future use of the skills developed during the period of interactions.