Problem solving and teaching of functions in High School

Abstract

This article aims to analyze the contributions that a Didactic Sequence, organized in the principles of Problem Solving, brings to the understanding of everyday situations, from the use of concepts of affine and quadratic functions. The actions of this study were developed with students of the first year of high school, enrolled in a public education institution in the city of Boa Vista, capital of the state of Roraima. Data collection was done through the recording of classes (audio), photographic records and written records of students. The data analysis was based on the Principles of Content Analysis by Bardin (2016). As a result, it was realized that the proposed Didactic Sequence facilitated the internalization of concepts of affine and quadratic function, as well as the relationship of such concepts with situations from everyday life. In addition, the collaborative work among students contributed to them thinking about different strategies of resolution.