Contextualização e Aprendizagem Significativa: estratégias para o ensino da função afim na Educação Básica

Abstract

This article discusses the results of a research developed with the general objective of analyzing the contextualization, in everyday situations, can make the teaching-learning process of the related function in the classroom meaningful. The nature of the research is qualitative, with structured interview and bibliographic survey as collection techniques. The research subjects are three teachers who work with the 1st year of high school in state schools in the city of Parintins-AM. The research result shows students' difficulties in learning a related function in a traditional way, such as not knowing how to identify the elements that make up a function, and the contextualization supports the teaching of the function. We conclude that contextualization is a strategy that contributes to the learning of the related function, a content that is so important to the student's life.